Foreign Language Learning

At advanced levels of foreign language instruction, the learner can use the new system of communication as a means of broadening his knowledge and appreciation of literature, humanities, etc. The reading knowledge of a foreign language has long been considered a research tool in almost all fields of study, but not important enough to warrant the effort needed to accomplish true commnunicative proficiency. However, the objectives of second language instruction are entering a stage of stabilization. Over the past two decades, emphasis in modern languages has been placed on the spoken language and the development of proper speech habits. Now a balance is being achieved between the spoken and written skills in a language, culture and civilizations, cognitive processes, and acquisition of habits. This report will present an overview of the field of teaching English as a second language.

As the behaviorists have their philosophic

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dent upon the adult, the adult accepts verbal mistakes, and stumbling. Like the parent the adult is pleased that the infant is trying. In Suggestology (Lozanov, 1975) students are encouraged to be children by playing games, singing songs, reciting nursery rhythms, dancing, and listening to music. These are kindergarten activities that say to the students it's "OK" to be a kid. The Silent Way (1972) attempts to regress the students to Piaget's sensorimotor stage by presenting problems that the student solves by looking at, grasping, and manipulating objects. The student decodes language by manipulation rather than hearing an explanation. The student constructs the patterns of the new language through direct exploration. In Comprehension Training (Nord, 1975) no talk is expected from students in the early stages of training. The individual is regressed to Piaget's preverbal infant who can look at, point to and touch. The student hears a strange utterance, looks at four pictures, and touches one that matches. Then gradually the student explores more and more complex patterning of the language, but always the understanding of complex patterns depends on the previous internalization of a simpler pattern. It has been demon
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Some common words found in the essay are:
Plato Descartes, Approaches Cultural, Training Nord, Chastain Woerdhoff, , Suggestology Lozanov, Learning Curran, Language Journal, IA IA, Newbury House, language learning, target language, foreign language, tacit knowledge, language teaching, source language, modern language journal, modern language, contrastive analysis, language instruction, learning theory, theory cognitive-code learning, cognitive-code learning theory, grammar translation method, ma newbury house,
Approximate Word count = 2130
Approximate Pages = 9 (250 words per page)

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