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ERIC Number: ED011441
Record Type: RIE
Publication Date: 1965-Nov-18
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
MODERN LINGUISTICS AND THE TEACHING OF LATIN.
KELLY, DAVID HILARY
TRADITIONALISTS FREQUENTLY MAINTAIN THAT AUDIOLINGUAL TECHNIQUES, IN THEIR DEEMPHASIS OF GRAMMATICAL THEORY, TEND TO BE SUPERFICIAL AND UNSCHOLARLY. ADVOCATES OF THE NEWER METHODOLOGIES COUNTER BY INSISTING UPON THE NECESSITY OF WELL-CONSTRUCTED DRILL MATERIAL IN ABUNDANCE AT THE ELEMENTARY LEVEL. THE DIFFERENCE IN THE APPROACHES DERIVES FROM TWO COMPETING THEORIES OF LANGUAGE ACQUISITION. THE TRADITIONALISTS FOCUS UPON THE ROLE OF THE INTELLECT IN THIS TASK. AFTER THE GRAMMATICAL RULES AND PARADIGMS HAVE BEEN EXPLAINED CLEARLY IN CLASS, THE STUDENT MUST STRIVE TO UNDERSTAND THEM SO THAT HE CAN PROCEED TO THE READING OF GRADED TEXTS. AUDIOLINGUAL TEACHERS, ON THE OTHER HAND, BELIEVE THAT LANGUAGE LEARNING IS BASICALLY A MATTER OF HABIT FORMING. NEW SKILLS ARE TO BE MASTERED AND THIS SIMPLY REQUIRES PRACTICE. THE KEY TO A RECONCILIATION OF THE TWO METHODOLOGIES IS A CLEAR UNDERSTANDING OF ALL THAT IS INVOLVED IN THE TERM GRAMMAR. LINGUISTIC DESCRIPTIONS WRITTEN BY THE LINGUISTS ARE GRAMMARS, BUT SO IS THE TOTAL KNOWLEDGE THAT THE NATIVE SPEAKER POSSESSES OF HIS LANGUAGE, A KNOWLEDGE THAT ENABLES HIM TO RECOGNIZE AND PRODUCE ON HIS OWN WELL-FORMED SENTENCES. THE AUDIOLINGUAL METHODOLOGY THEREFORE DOES TEACH GRAMMAR SINCE THE STUDENT WHO MASTERS A PARTICULAR LINGUISTIC PATTERN HAS IN EFFECT CONSTRUCTED FOR HIMSELF THE APPOSITE RULE. A BRIEF PRESENTATION OF SUCH RULES BY THE TEACHER WILL SERVE THE PURPOSE OF GIVING THE STUDENT A THEORETICAL ACCOUNT OF WHAT HE IS TRYING TO LEARN PRACTICALLY. THE RATIONALE OF THIS ARTICLE IS DISCUSSED WITHIN A CONTEXT OF LATIN INSTRUCTION. THE ARTICLE IS AN ISSUE OF THE "CATHOLIC CLASSICAL ASSOCIATION OF GREATER NEW YORK NEWSLETTER," VOLUME 26, NEWSLETTER 5, NOVEMBER 18, 1965. (AUTHOR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A