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

Consciousness and language awareness are assumed to enable the learner
't□ override physical and biological tendencies' and to compensate for and cope
with contextually restrictive variables' (Van Lier, 1996: 96). While a degree of
behaviourist learning such as rote-learning and drilling might be necessary, the
bulk of learning, Van Lier suggests, can only be accomplished by a 'conscious'
person. The ability to listen and take note of formal instruction must therefore
be regarded as a prerequisite for ∞nverting input into intake and for efficient
and successful foreign language learning in the classroom.

4.3.2 Noticing and Phonological Development

If a child is to acquire the phonological system of a language successfully, for
example, he needs to be able to identify sounds and intonation patterns and
to imitate and memorise these (Carroll & Sapon, 1959). Research findings from
f rst language development, from second language acquisition contexts and to
a degree from foreign language learning referred to easier, suggest that young
children generally imitate, repeat and mimic new sounds and intonation patterns
with accuracy. It is in the area of phonological development therefore, that one
would expect the age factor to have the greatest influence, where conformity
and Universal ty would seem to dominate over indivdual differences amongst
children, where the Wllingness to have a go and enthusiasm pay off and where
younger, therefore, might indeed be better. However, even in the area of
phonological developmeπlt there seem to be differences amongst individual
children. As has been stated n Chapter Two, not all children in the classroom
acquire foreign accents wth an equal degree of success.

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