I'm busily packing up the stack of books I used for my MA assignment on Methods and Approaches while looking into authentic materials, yet before I take them on back to the library, I thought I'd share a little snippet I came across.
It's this:
"Very briefly, there is substantial research evidence to support the use in language learning of the linguistically rich, culturally faithful and potentially emotive input supplied by authentic texts. What is more, there is little evidence of a fixed acquisition order, which is the rationale for the use of phased language instruction and which is often used to repudiate the use of authentic texts for language learning. (Mishan, 2005:11)
So not to harp on about all this again but what gets me when I read this is if publishers and textbook authors aren't simply churning out carbon copies of each other, albeit with ever glossier, shinier pictures than the last lot, then why do these tomes always start off and carry on virtually the same way?
Why do teachers teach the verb to be, there is/there are, present-tense followed by present-continuous, question words, prepositions of time and place and adverbs of frequency* and so on and so forth, ad infinitum?
And to top it all off, horror of all horrors, why do so many students think this
must be the way to learn a language?
Did we come to this ideology because the holy books have logos on them, thus convincing us that there were at some point, a bunch of wise and saintly academic authorities who like monks in monasteries, researched language acquisition before writing up their commandments? Who made this "order" - who publicized it? Who pushed it? Where did it come from?
Have our beloved and not so loved at all textbook authors
ever done any research into whether this "order" works
or not,
feel free to state your claim if so, or have they too assumed it to be so because their editor (or his boss) said
so? I do really want to know... if this phased language instruction
has ever been tested scientifically, systemically, qualitatively, quantitatively,
longitudinally and by whom because I'll happily eat my hat if you can prove it so. Show me, please, where are the peer-reviewed research articles documenting the processes that occur and don't occur - why folks must learn just so? Surely, truly, it can not be that with almost one third of the world now learning English and millions of others
learning other languages that we still can't answer this rather simple and professional question?
Or is our industry made up of snake-oil salesmen
dancing in pale moonlight?
Of course not. But nonetheless, I'm not kidding, be it down to good intentions or not, this billion-dollar grossing industry can not really have just been compiled on good faith alone, or can it?
Because it seems so.
Today, despite that I now have access to fields of journals I will tell you that not for a want of trying can I find one single verified report showing brain scans done on language learners proving on any kind of level that the brain receives and organizes grammatical structures this way. Countless snoringly dull case studies and endless fascinating assessments to wade through that go into the depths of our practices and into what makes a good language learner and what doesn't, what strategies teachers can get students to employ, the effects of motivation, aptitude, age and gender studies and how there really is no best method, no there isn't... and yet, nope, nary a word on this so called fixed acquisition order, stage by stage and step by step, despite the fact that
so many of us somehow continue to hail the god of grammar.
Were we
sold a Brooklyn Bridge and made to sell it on classroom by classroom?
Time to
wise up, folks, methinks.
K
Image credit:
The Brooklyn Bridge in New York City by Webfan29 at en.wikipedia
References:
Mishan, F. (2005).
Designing authenticity into language learning materials. Bristol, UK: intellect.
Prabu, N. (1990). There Is No Best Method - Why?
TESOL Quarterly, Vol. 24, no.2. 161-176.
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