How languages are learned

INTRODUCTION When new methods and textbooks for second and foreign language teach ing are introduced, they are often said to be based on the latest research in psychology, linguistics, or pedagogy. Teachers are told that they will be more effective than those that have gane befare. In many cases, the new approaches are prescribed for immediate implementation in a school or region. Sometimes, the new materials come with opportunities for extensive training in their implementation. Sometimes, they are simply ordered and distributed to teachers who have to do their best to use them effectively. Many approaches to language teaching have been proposed and imple mented. One approach requires students to learn rules of grammar and lists of vocabulary to use in translating literary texts. Another emphasizes the value of having students imitate and practise a set of correct sentences and memorize entire dialogues. Yet another encourages 'natural' communication between students as they engage cooperatively in tasks or projects while using the new language. In sorne classrooms, the second language is used as the medium to teach subject matter, with the assumption that the language itself will be learned incidentally as students focus on the academic content.