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

Беїідеґз (1983) distinction between High Input Generators (HIG) and Low Input
Generators (LIG) assumed that participation was related to successful language
learning. However, whether those who are the higher risk-takers necessarily
experience higher levels of success still seems open to debate. Ely (1986), for
example, found a correlation between risk-taking and classroom participation
but did not find a relation to language learning success. A number of studies on
classroom interaction reported in Chaudron (1988) suggest a correlation
between interaction and learning outcomes but do not establish cause and
effect relationships in the sense that more interaction leads to higher levels of
achievement.

Swain (1985) emphasised the importance of output in se∞nd language learning
in moving from semantic processing to syntactic accuracy but the relationship
between the 'amount' of output and participation and successful learning seems
far from clear. While involvement is necessary for successful learning, the
degree of involvement is difficult to specify and not always observable as Van
Lier (1988) suggested. The assumption that overt participation is likely to lead
to improved learning might therefore be wrong (Van Lier, 1988: 93) and it
remains questionable whether 'more' is therefore necessarily 'better*.

Classroom observations, conversations with children as well as findings from
interviews suggest that in the primary school classroom not all are 'naturally*
spontaneous, ready to 'have a go' and take risks and not worried about making

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