NotesFAQContact Us
Search Tips
ERIC Number: ED030097
Record Type: RIE
Publication Date: 1969-Apr-26
Pages: 16
Abstractor: N/A
Reference Count: 0
Extending the Psychological Theory and Educational Possibilities of Programmed Language Instruction.
Carton, Aaron Suss
The author objects to criticism of current programed language instruction (PLI) materials. In a "conventional FL (foreign language) class" of 120 class hours a year, the amount of time spent in active, immediately reinforced responding by any individual student would be less than 100 minutes. This is in contrast to the shortest PLI program (53 class hours a year), in which a student spends at least 40 percent of his time responding. The implication is that the intensive, controlled responding that characterizes PLI (and many other methods of FL education) may be quite effective, but that it is not merely as effective as other processes of learning." The most relevant and effective processes may be under the student's rather than the pedagogue's control. The author examines the relevance of transformationalism to FL pedagogy and the various possibilities of using such language learning mechansims as "intentional imitation,""shadowing," and "feedback." In discussing how programing can develop various skills for further learning, he points out that developing "self-critical skill" can serve in the future acquisition of phonology, and "inferencing" can aid in acquiring new vocabulary. Branched, rather than linear, programing implies an acceptance of individual differences among students. Programers should study artists' control of audience responses. (AMM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Pre-publication paper presented at the Kentucky Foreign Language Conference, Lexington, Kentucky, April 26, 1965.