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

- 96 ­for rule internalization two distinct types of cognitive structures can be postulated: "1/ those mechanisms that guide 'automatic' language performance .. ; that is, performance ... where speed and spontaneity are crucial and the learner has no time to consciously apply linguistic mechanisms ... and (2) those mechanisms that guide puzzle- or problem-solving performance..." (Lawler-Selinker 1971: 35).­A similar distinction can be made between informa l and formal learning. The former replicates the acquisition of the mother tongue by the child. This approach emphasizes the importance of fluency, understanding, conveying and acting on messages. The latter focuses on vocabulary items, grammatical structures and lays special emphasis on accuracy (White 1984). Krashen's Acquisition-Learning Hypothesi s states "that adults have two independent systems for developing ability in second languages, subconscious language acquisitio n and conscious language learnin g, and that these systems are interrelated in definite way: subconscious acguisition appears to be far more important... Language acquisition is very similar to the process children use in acquiring first and second languages. It requires meaningful interaction in the target language — natural communication — in which speakers are concerned not with the form of their utterances but with the messages thny are conveying anil understanding. Error correction and explicit teaching of rules are not relevant to language acquisition..." (Krashen 1981: 1). Also, conversation, 'practising speaking' does not directly aid foreign language acquisition. It may be beneficial, however, indirectly, because the student involved in a conversation is likely to get comprehensible input. Krashen's hypothesis has given rise to much controversy. He points out that conscious learning need not precede subconscious acquisition, but he does not show that it cannot, that the acquisition of a foreign language cannot be facilitated by presentation of rules and explanations. Maintaining that learning does not become acquisition is undermining the principal foundation of the cognitive code theory, whose main plank is that explicit knowledge through plentiful practice will get internalized

Next

/
Thumbnails
Contents