Language Teaching 2.0

Lang Avenue
A Comprehensive Guide for Teachers of Foreign Languages
Contents
Part I: Why

  • Learning & Acquisition
  • Language is Highly Specific in Unpredictable Ways
  • Traditional Skill-Building Model
  • Major Issue #1: Generating a Pseudo-Language
  • Major Issue #2: Shifting Focus of Attention

Part II: What

Coming Soon …
Part I: Why
Learning & Acquisition
The distinction between learning and acquisition is one of the most fundamental and important concepts to understand when it comes to language teaching.

Learning a language (explicit learning) is the act of learning an abstract, conceptual model of the language. It is a conscious endeavor that requires intentional effort and strategic methods to grasp the structural relations of the language.

≈ having someone explain the precise reasons why a joke should be funny.

Acquiring a language (implicit learning), on the other hand, means building an intuitive knowledge of the language. It is a subconscious process that occurs through immersion and exposure to the language without the need for formal instruction or explicit grammar lessons.

≈ getting the joke.

While learning can significantly facilitate acquisition, the latter should be prioritized and take up at least 80% of class time.
Language is Highly Specific in Unpredictable Ways
What sounds right or wrong in a language often has no rhyme or reason. One may be able to translate a phrase from Russian into English word for word, but it will most likely make no sense, or at least sound unnatural.

One reason for this is that different languages express the same basic ideas in entirely unique ways.

For example, the sentences “Sorry for being late. I was standing in a traffic jam.” are grammatically correct. However, the second sentence might sound strange to a native English speaker as it is a direct translation from Russian, where such phrasing is commonly used.

Whereas in English-speaking countries, people would probably opt for more natural alternatives such as “I got stuck in traffic,” “I got caught in traffic,” or “I hit a lot of traffic.”

A corollary concept to this is that native speakers tend to express common ideas in arbitrary set phrases.

In English, for example, it is normal to say:

  • heavy rain but not strong rain;
  • fast car but not quick car;
  • good morning but not pleasant first half of the day;
  • please marry me but not please become my spouse;
  • plastic surgery but not plastic operation.

Compare the two groups of sentences:

  1. Last night, we ate dinner at home. I cooked chicken. After dinner, my husband washed the dishes.
  2. Last night, we had dinner at home. I made chicken. After dinner, my husband did the dishes.

While the sentences in the first group are clear and acceptable, they may come across as somewhat stilted or as if they were translated directly from another language. This is due to a lack of certain set phrases that would make them sound more natural and culturally distinctive.

In contrast, the second group of sentences provides a more authentic representation of real-life communication by using collocations such as “had dinner,” “made chicken,” and “did the dishes” instead of “ate dinner,” “cooked chicken,” and “washed the dishes.”

The problem, however, does not end here because not only do different languages express the same ideas in different ways, but different languages also express different ideas in the first place.

The English verb “to flow” in the sentence “A golden crown was upon my head, and my gown was flowing” does not have a direct one-word equivalent in Russian.

The specific nuance of “flowing” in relation to the movement of fabric requires a more descriptive phrase such as “развеваться на ветру” or “ниспадать струящимся потоком,” with the latter being a metaphorical expression.

The same is for the Japanese word “即答 (sokutō)” which literally translates to “immediate reply” or “instant response.” It is often used in conversational settings to describe a response that is given without hesitation or delay.

A: “What do you think about going to the beach this Saturday?”
B: “即答! That sounds amazing! I’m definitely in!”

In this scenario, B gives an immediate reply to A’s suggestion about going to the beach. The quick and enthusiastic response indicates that B is excited about the idea and has decided without hesitation.

Clearly, some things that native speakers say sound more natural than others, regardless of whether those others are grammatical or not.
Traditional Skill-Building Model
The traditional language teaching model does not make a distinction between learning and acquisition. It implicitly assumes that these two are one and the same.

The premise of the model suggests that human language can be abstracted down to essentially grammar and vocabulary. Therefore, if learners engage in sufficient practice of combining these elements to build sentences from scratch, they will develop strong speaking skills, and eventually, using the language will become natural and intuitive, similar to their mother tongue.

The reality is that in practice, this model is completely and utterly ineffective at helping people reach high levels in foreign languages.
Major Issue #1: Generating a Pseudo-Language
When learners lack real-life references and attempt to practice a foreign language through spontaneous speech, they constantly revert to their native language and use memorized grammar and vocabulary to translate their thoughts into the target language.

As a result, all they do is develop the skill of making blind guesses, thereby learning to speak a language that does not really exist—an odd amalgamation of their first and second languages.

In the best-case scenario, they will still be understood, although they will probably sound awkward. In the worst-case scenario, they will not be understood at all.

Language is not like math, where one can use a formula to deduce the answer. A learner has to know ahead of time the exact and specific ways that native speakers tend to express their ideas, and also what kind of ideas they tend to express in the first place. Otherwise, he or she will end up being wrong in a large majority of cases.
Major Issue #2: Shifting Focus of Attention
Another problem with practicing a foreign language through spontaneous speech is that it often requires a significant amount of time and mental effort for learners to think about what to say rather than how to say it.

Even when faced with simple open-ended questions, such as “How do you spend time with your friends?”, they might find themselves at a loss for ideas if they have not previously reflected on the topic.

Coupled with a shortage of knowledge about how native speakers express their thoughts, the learners will most likely try to avoid cognitive overload and choose the path of least resistance, defaulting to vague and oversimplified responses like, “We talk” or “We watch films,” etc.
Part II: What
Coming Soon …