Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)
Budai, László: Some Basic Assumptions Underlying Foreign Language Teaching Strategies
i - 95 specified; 10. the degres of skil l with which the learner will have to he able to perform) in other words, how well he will have to be able to rib all that has been specified). As Murray (1984: 136-137) points out the results of the Communicative Approach have not been as promising as expected, the Communicative Approach is not without its problems. It is only different from former foreign language teaching strategies in that it replaces in inventory of structures by a descriptive taxonomy of idealized language functions. It is based on the faulty assumption "that whatever is presented to the learner must be broken into a linguist's descriptive categories and subsequently will be learnt in the order in which it is presented". This mechanistic view of the language learning process and the static view of communicative competence disregards "the naturalness, the spontaneity, the dynamism and the creativity we know to he involved in everyday language behaviour" as well as "the generative capacity that is the defining characteristic of language (Chomsky 1965)". The effects on second language acquisition research of the Chomskyan revolution in linguistics have also created a vacuum as regards theory. The inadequate behaviourist model of acquisition has been jxit aside, but no new model of language acquisition has been presented, which may he attributable to the growing rift, between transformational-generative grammar in particular and theoretical linguistics in general. This, if true, is regrettable, "since a theory of language acjjuisl ti on without, a linguistic theory is doomed to inconsequentiality" . The most important discovery in recent years to fill in the vacuum is probably Stephen Krashen's coherent theory of second language acquisition, krashen (1981, 1982a) submits five nein hypotheses: 1. the Acquisition-Learning Hypothesis, 2. the Input Hypothesis, 3. the Monitor Hypothesis, 4. the Affective Filter Hypothesis, and 5. the Natural Order Hypothesis (Gregg 1904: 79). line acg uis itio n-lear ning distinction is based on the assumption that
