|
contributed by Larry M. Lynch While the lure of "learning English or another foreign language while you sleep" may be highly provocative and tempting for all of us in this not-enough-time-to-do-everything world, there's still no "easy out". Learning a foreign language can be a life-long pursuit or a summer project. In this second installment of our quest, we'll briefly examine some theoretical approaches to English language or foreign language learning. Theoretical ApproachesEnglish Language Teaching and Learning theories support a number of useful, valid approaches for foreign language or second language acquisition. Considering the major language learning theories previously or currently prevalent, let's briefly examine any basis for "sleep learning". The following language learning theories have all been popular or prevalent during our current or recent decades: • Grammar / Translation method (F. Boas and O. Jespersen) • Direct Methods • Audio-Lingual (Darian, 1972 et al.) • Computer-Aided Language Learning • TPR - Total Physical Response (J. Asher, 1965) • The Silent Way (Gattegno, 1972) • The Communicative Approach • Suggestopedia (Lozanov, 1978) • The Natural Approach (Krashen-Terrell, 1983) • Neuro-linguistic Programming (Bandler and Grindler, 1982) • The Lexical Approach (Willis, 1990 et al.) • Community Language Learning ( C. Curran et al., 1972) Howard Gardner's Theory of Multiple Intelligences, (H. Gardner, 1983) while not strictly a language-learning theory, nonetheless, has had considerable application to language learning and acquisition. Of these, the following have aspects which seemingly might promote or support the concept of "sleep learning". They are: The Silent Way (Gattegno, 1972), Suggestopedia (Lozanov, 1978), and Neuro-Linguistic Programming (Bandler and Grindler, 1982). Let's briefly examine each of these. The Silent WayThe Silent Way (ref. Richards and Rodgers, 2004) was developed by Caleb Gattegno (Gattegno, 1972) and is a method based on the premise that the English, or foreign language teacher, should be "silent" as much as possible and the language learner encouraged to produce as much language as possible. But while the method requires minimal external input on the part of the language teacher, it does provide for problem-solving, "discovery learning" and creation of memorable images to facilitate learner recall. Problem-solving and discovery learning certainly can not occur during the noted stages of sleep. Creation of "memorable imagery" is possible, especially during the dream state, but how many learners remember these images with any frequency? SuggestopediaSuggestopedia, also known as Desuggestopedia, developed by Georgi Lozanov (Lozanov, 1978) is based on a "science concerned with the systematic study of non-rational or non-conscious influences". Music and musical rhythm to place the learner in a relaxed state, called Psuedo-Passiveness, (also ref. Krashen-Terrell, 1983; the Affective Filter Hypothesis) and to pace or structure the linguistic material also figure heavily in this approach. But using this method, learners must still "visualize" a context for the material to aid in its memorization. Materials are dramatized through varying tone and rhythm of audio readings the learner listens to. Cognitive skills such as context visualization and memorization are not actively applied to learning during stages of sleep. Neurolinguistic Programming (NLP)Neuro-linguistic Programming or NLP is a collection of techniques, patterns and strategies for assisting effective communication, personal growth, change and learning based on a series of underlying assumptions about how the mind works and how people act and interact. (Revell and Norman, 1997) In the mid-1970s, John Grindler (Bandler and Grindler, 1982) and Richard Bandler (Bandler, 1985) developed NLP as an alternate form of psychological therapy. A series of step-by-step procedures that would enable people to improve their lives, therapist could use these techniques in building rapport with clients, gather information about their views and help them to achieve goals and bring about personal change. (ref. Richards and Rodgers, 2004) A behaviorist approach though, requires conscious effort and application of cognitive, meta-cognitive, communicative and social strategies. (Rubin, 1987) As such, this does not take place in full during stages of sleep. Conscious, active effort and application are genuinely required over an extended period of time for full benefit. Apart from theory, methodology and didactics, language is a communicative tool. It allows us, as humans, to share our knowledge, thoughts and ideas in a way and at a level that none of the other animal species ever can. But what actually constitutes good practice in English or foreign language learning? How can we identify or become a good language learner? About the Author: Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com |
|
