Language Acquisition - Ways of Learning a Foreign Language

We all know there are a wide range of different methods promoted for learning a foreign language. Each method has its supporters and its critics, mainly because each method is derived from different perspectives, however it’s clear that some methods have received wider recognition than others.

What I’d like to do is get a quick show of hands as to what the current thinking is by asking you guys to vote.

By way of a quick recap here’s a very brief overview of the main methods of foreign language acquisition.



The Literary Method

During most of Western history foreign languages have been taught in accordance with classical literature. This stems from the emphasis that has been put on literacy and the aristocracy. The bottom line here is that more emphasis is put on written skills as opposed to speech which is somewhat of an after thought.



The Grammar Translation Method

Really a slight twist on the literary method, and mostly comprises translating sentences back and forth between your native language and the language you are trying to learn. Again no the most exciting method and one which does require the learner to master grammar and to memorize extensive vocabulary lists. Again not too much to do with the principles of speaking or listening here.



The Direct Method

The direct method really is in at the deep end and in large part based upon theories of how we learn our own native langauge as a child. The basic idea is that people can learn a second language easier if it’s taught to them without any use of their native language. In essence therefore this is supposed to simulate the way in which a child learns their own native language as he or she has no prior language to refer back to.

One criticism of this method is that it is not easy to achieve in the classroom, however it does continue continue to draw a lot of support.



The Audio-Lingual Method

The audio-lingual method was developed in the 1950s, based on behaviorist psychology with the idea that language is habit forming process. The focus is mainly on oral discussion and very little on grammar rules. The idea is that phrases would be repeated orally until a kind of pattern is established, and then systematic changes would be implemented to broaden the learners’ skills.



The Communicative Approach

This method is based on the idea that the goal of learning a foreign language is to be able to go out and use it in practice in real life situations, for example on holiday or doing business abroad. The whole objective of the Communicative approach is therefore to gain communicative competency quickly so you can ’get by’.

The communicative approach focuses on the use of language in everyday situations, or the functional aspects of language, and less on the formal structures. One critisism however is that some people feel there needs to be some sort of “bridge” between the two in order for effective language learning.




Language Immersion

The goal of language immersion is to provide learners with an environment in which they have to learn the foreign language in order to do well - a little bit like force feeding in a way. Take for example the situation of a family that moves abroad to France. The children will most likely go to a French school and will be required to pick up the language out of necessity to do well at school and adapt to their new surroundings.

An example of this kind of instruction was introduced in Quebec in the 1960s. The parents in the English-speaking minority wanted their children to speak French competently. The first stage of this instruction, “primary” immersion, begins in kindergarten and the students are taught entirely in French, and then gradually add in English until the children are taught in a balance of 60% English and 40% French. “Secondary” immersion begins in secondary school. The first year of this second stage is taught all in French, and is then followed with the same 60-40 balance that was achieved in “primary” immersion. The children seem to acquire a relatively high level of competence; however, it is unknown how effectively the children use French outside of the classroom.