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ERIC Number: ED032530
Record Type: RIE
Publication Date: 1969-Jun
Pages: 20
Abstractor: N/A
Reference Count: 0
The Discipline of Teaching English as a Second Language; A Theoretical Framework.
Johnson, Francis C.
The author plays the role of "devil's advocate," stating that present language teaching methods and techniques are not based on "linguistic theories." Transformation exercises, including conversations, transpositions, reductions, and expansions, were part of the language teachers' stock-in-trade fifty or a hundred years before a theory of transformational grammar was developed. It is dangerous to accept the imposition of linguistic theory as the basis of effective teaching methodology. The goal of the linguist, who works in a framework of ex-post facto analysis of data, is the description of language; the goal of the language teacher who works in a framework of experimentation where outcomes are not predictable, is the development of language skills in the learner. Those teachers who have inherited students who have passed proficiency tests in English and are unable to cope with communication in an English-speaking environment can testify to the inadequacy of the assumption that the ability of a student to reproduce the symbols of the English language is both necessary and sufficient to effective communication in English. Suggested as a focus of attention is not improvement within the present view of language teaching and learning, but the restructuring of the present view, to accomplish the goal of communication. Prime areas of research are discussed. (AMM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper read at the Regional English Language Seminar, Singapore, June 1969.