ssozg Susieatuy, p1OpxQ susnang 121 ystjsuq jo Suryovay, oy} Ur SUORIUSIQ, MON40 Principle and theory in language teaching 5. Applied linguistics is dynamic, not static sn or by incorpor component his success by keeping en open, informed, professional outlook upon their theoretical bases, Language acquisition, language 4 learning, language teaching ‘This chapter is concerned with recent psycholinguistic researc acquires its mother tongue, In part vance to language characteristic of the human species that its ire command of a language, unless they suffer from an abnormality or impediment; (ii) the acquisition of a language for the frst time occurs during the age-range of around 1-6 years, never earlier and only in onal cases beginning any late; the onset of language is linked chronologically with the later tages of anatomical development of the ‘who has not acquired any language by the age of puberty will not adequately do so there- after—that there may be a ‘critical age’ for first language acquisition; (©) the child’s command ofits mother tongue progresses by stages, from its first meaningful sounds towards an ‘adult-like’ com- ‘mand of the language, albeit over a restricted range of the age compared with that of the adult; languaze acqufition occurs without the aid of formal or insti= ionalized instruction; iden acquiring a given frst language do so with remark ity between one another in the stages and sequences of inguage development, and in the ages at which achieve control of particular 8 comparison of language ac shows considerable: simi sequences of de irrespective of which particular language is being gre of ‘univer in patterns of acqy progress ion of his mother tongue as consi 1g of series of42 Principle and theory in language teaching is towards adult command of of ‘interlanguage’, or of ‘pro- ideas of obvious—or apparent— In order to decide on any, which he should sacher needs to know, instruction, has been a tendency to regard ing foreign languages—as an ex- the young. at Language acquisition, language learning, language teaching 43 shall call the learner's dynamic qualities, ‘The Learner's Static Qualities 1. Potenilty for learning languages to be a reasonable hypothesis that every exception up to the onset of senility who can acqui js potently capable of learning a foreign language reasonable command of the spoken language. Th ion of age results in a diference of learning style but does not fundsmentally imps tility for lac accompanies age, affect the learning ofa foreign langus 3: Willingness to give the necessary effort plex group of qualities some of which may be inherent, ers of which can be improved by the teacher's pains or by external influence,' ‘44 Principle and theory in language teaching Language acquisition, language learning, language teaching 45 ability 10 maintain the learning effort for a te, will affect his progress in the foreign 0 will the ext it often related to learning evidence of success is usually followed by a drop in the rate of learning 13 well as by diminished confidence and interest. 4 Selfview as a language learner . Learners vary greatly in their attitudes towards themselves as learners (b) Previous experience of foreign languages ‘There is fair agreement, though itis based solely on anecdotal eviden¢ that each additional foreign language learned presents a lighter learning. load than the previous one. It is certainly the case that previous experi- ‘ence of one or more foreign languages affects to some exter.. the is influence depends in part on imilarties of the languages concerned, t experience of learning in general, and of siderable though unmeasurable effect on ‘These are the variables which the best way of managing t ips have upon another: for iua’s learning,46 Principle and theory in language teaching Language acquisition, language learning, language teaching 47 ty. be aware of, for the Having contrasted those learners who ‘pick who learn a language in conditions of organ- suggested that the sécond group, but not the argument of this chapt up’ a language wi ized instraction, we first, are affected in practice a definition of « particular sub-set of the language in place of iat among he fcow fea sic of th save ser, Th tng on eng of and teacher come together. Nbw we are say Contributed by the teacher are a set whose bi task of language teaching. To summarize And there isa further implication that the commonly agreed task of language teaching produces conditions and constraints upon the teacher which are es a part of the essential differences between the tion of languages and the learning of languages, as we have distinguished them, How, then, can we define the task of language teaching? Here is a ing summary, followed by clements: this difference are frequently ve Tearning and of the teaching.1. 48 Principle and theory in language teaching | Language acquisition, language learning, language teaching 49 Factors Arising from the Teacher's Individuality assume that the normal unordered, learning they present themselves ordained times, sometim 5. Vital versus Peripheral SITORANGUAGE LEARNING/LANGUAGE TEACHING Acquistion takes place as part of understand SITUATION ting about and being communicated fe; language learn srt, a it which langage lig den from ngage | i inthe station within which it takes ple ee | ituation of the individual and influences from the communi ‘The Situation of the Individual These are presented as polattes, ih t0 the learne~, (b) to the teach t and (d) t6 the organizat ion occurs in the framework of learning with a teacher occurs i ces of this difference, consequences ‘nd social in nature, are considerable 1, Stott Activity vers Solo Activity 1 particular, learnin, group of equals, least partly by his succes50 Principle and theory in language teaching I affect the morale of the teacher, ndards of those who make up the sion, and the professional skill of teachers of }) The standards of teacher training. These, too, reflect an influence rom the community upon the teacher, luences relating to the language taug The status of the foreign language, A language with high status, for granted, will be learned and taught ifferent rates of success from one which is ifthe language in the community. Anite apart, the sheet ‘quantity of exposure ofthe learner to the language he is learning hhas an effect on his progitss, (2) The organizational framework of learning and teaching The paradox of administration. The community, through its educat authorities, can permit (or impose) conditions which make it diff or impossible to learn, and difficult or impossible to teach. ‘The chi acquiring its first language stands largely outside this kind of com- ‘munity influence; organized language learning, on the other hand, can be promoted, or permit prevented, according to the excellence of the administrative and organizational framework, Conclusions ‘The foregoing summary of the special features of language learning and teaching is also a catalogue of differences (with the sole exception of the ity for language) between the universe of di ics and the universe of discourse of ‘The first conclusion drawn from the argument is that peycho- iguistic research into child language acquisition, important though it doubtedly is, concerns itself with a set of phenomena crucially different from those of learning a language with a teacher. ‘The second conclusion is avoid confusion the term language, particularly in language but sometimes 's acquisition of his older learner who picks up a language in an that learming and teaching should be used to refer to lized language learning. rances of language acquisition Language acquis jon, language learning, language teaching 51 ger ae eee eee ae suppose thé langage fencing ned be in by soar on kngnge cqussin. Some a th moe Ingo tt fans of cing ran ay ed ey St ee eee Lean SR ATea Rees re oer er