A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

language is acquired, foreign language learning was seen as a process of habit
formation through the drilling of patterns, through repetition and through positive
reinforcement (Brooks, 1964: 49). Spoken language was the basis for
learning; reading and writing were of secondary importance and problem
solving activities were seen as unnecessary. Contrastive analysis of the
IearneHs first language and the target language and the assumption that errors
were caused by interference from the IearneHs first language led to the ban of
the mother tongue (Lado, 1964). Language was practised but not talked about
and errors were to be avoided at all costs. Explanations of the formal properties
of language were rigorously subordinate to the formation of habits, the general
view being that children were not interested 'in the finer points of language'.

However, Kellerman (1964) had already shown that this was far from being the
case. While the weaker children lost interest in French very quickly the more
able children thought that they were 'too good for endless repetition'.

KeIIermann¹S later criticism was even stronger:

"With languages, new structure arrangements are taught also through
repetition... leading to habit formation. But are children like rats, or should
we treat them as if they were rats? Can we, in other words, establish lawful
stimulus-response in child behaviour?" (Kellermann, 1967: 76/77)

Kellermann also criticised the audio-visual method for not 'enlarging the child's
outlook and experience'. As a result of her experience, she stressed the need
for a differentiated and cyclical approach to teaching and learning, the gradual
introduction of the written language and the need for pace and variety.

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