The Development of Language Learning Strategy Theory
Derived from the way Latin and Greek were taught, the grammar-translation method, as its name suggests, relied heavily on the teaching of grammar and practising translation as its main teaching and learning activities (Richards, Platt and Platt, 1992). the type of grammar-translation courses remembered with distaste by thousands of school learners, for whom foreign language learning meant a tedious experience of memorising endless lists of unusable grammar
rules and vocabulary and attempting to produce perfect translations of stilted or literary prose.
The audio lingual method grew partly out of a reaction against the limitations of the grammar-translation method, and partly out of the urgent war-time demands for fluent speakers of languages such as German, Italian and Japanese. The “Army Method” was developed to produce military personnel with conversational proficiency in the target language. After the war, the “Army Method” attracted the attention of linguists already looking for an alternative to grammar-translation and became known as the audio lingual method. By the sixties, audiolingualism was widespread (Richards and Rodgers, 1986). Since audio lingual theory depended on the automatic patterning of behaviour there was little or no recognition given to any conscious contribution which the individual learner might make in the learning process. Indeed, learners were discouraged from taking initiative in the learning situation because they might make mistakes (Richards and Rodgers, 1986).
It was at this time, in the mid to late sixties, that the ideas of the highly influential linguist, Noam Chomsky (for instance Chomsky, 1965; 1968) began to have a major effect on linguistic theory. Chomsky postulated that all normal human beings are born with a Language Acquisition Device (LAD) which enables them to develop language from an innate set of principles which he called the Universal Grammar (UG).
The idea that teachers should be concerned not only with “finding the best method or with getting the correct answer” but also with assisting a student in order to “enable him to learn on his own” (Rubin 1975, p.45) was, at the time, quite revolutionary.
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