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

As has been reported earlier (Lee, 1977), there is very little evidence on precise
classroom processes during the project, however, audio-visual method was
widely used throughout the Pilot Scheme and is likely to be at least partially
responsible for the 'failure' of the Scheme and for children's inability to move
beyond pre-fabricated patterns and create language of their own choice and
meaning. Burstall et al. (1974) reported that pupils were endlessly repeating
chunks of language in meaningless contexts, received few explanations of
language patterns or meanings and often had little understanding of what it was
they were actually saying. The tape recorder was the centre piece in
classrooms which frequently contained between 30 and 40 children. Scope for
individual attention and contribution was limited.

Rivers (1964) presents a critical examination of the audio-visual method in
foreign language teaching and learning generally. As far as young children are
concerned, it would seem that the method failed them for a number of reasons.
Firstly, it was inadequate as a model for the teaching of a foreign language in
the classroom, en∞uraging rote learning but not developing insights into
language patterns or meanings. Avoiding references to the mother tongue and
grammatical explanations did little to help children understand language as a
system. In fact, one ∞uld argue that the potential ambiguity of some pictures
would necessitate the use of the mother tongue. Secondly, it had originally
been designed for adults, largely army personnel on intensive courses and
required high levels of motivation and good concentration spans neither of
which prevail amongst young children. Thirdly, it took no account of differences

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