trategy for learning and acquiring?
"One of the most powerful methodological principles that is increasingly practiced in our profession is what I like to call the strategic investment in learners in their own linguistic destinies. Teaching methodology can be designed to let students in on some 'secrets' of successful language learning... We can help students learn how to learn" (Brown 27). But can we teach them what to learn? Once we have guided them, will not further instruction be supererogatory, even sometimes pleonastic, and possibly counterproductive, antagonistic, conflicting with the natural propensity of man to actively seek, conquer, create, and look upon territorial intrusion as threatening, or at least irritating, and therefore to be either ignored or repulsed? We cannot learn for students: We can only show them the way.
Should planned discourse be the major instrument for language behavior modification? Put another way: Should form be imposed on substance and function through a systematic behavioristic or cogn
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