Generative principle
Encyclopedia
In foreign language teaching
, the generative principle reflects the human capacity to generate an infinite number of phrases and sentences from a finite grammatical or linguistic competence
. It is the theoretical basis for pattern drills and substitution tables - an essential component of the audio-lingual method
- and may be considered as the necessary counterpart to the communicative principle, i.e. teaching communication through communicating (communicative language teaching
; communicative competence
).
, notably in pre-sleep monologues, have been observed to use new phrases as models for more phrases, varying words or word groups during phases of essentially non-communicative verbal play in ways reminiscent of pattern drills. Ruth Weir observed the following monologue in a 2½ year old subject:
Autistic
children find it particularly difficult to develop this flexibility that normal children naturally have. In second language acquisition children may begin with prefabricated patterns or chunks. As the learners begin to understand their internal structure, words are freed to recombine with other words, chunks are broken down, and in a process of substitution and variation, become models for analogous constructions.
In foreign language teaching, sentence manipulations in the form of pattern drills can be mechanical and monotonous, which has raised the question as to whether practice on sentence variations can really further communicative competence. Butzkamm & Caldwell suggest bilingual semi-communicative drills as a possible solution.
These are disconnected sentences which are often rejected by leading theorists such as Lewis , who speaks of a "fundamentally flawed methodology". But notice that, for every sentence, we can easily come up with fitting communicative contexts - because of a comprehensive communicative competence developed by our mother tongue. Notice also the semantic leaps, especially from “president” to “homework”, for the students to see the semantic range of the new phrase and its applicability to a variety of situations.- The students are now ready to generate their own sentences / ideas. When the teacher reacts to the students’ sentences as if they were serious utterances, the drill can become semi-communicative. Witness the following extract from a lesson. The students (11-year-olds) have been practising “May I / we…” and are now making their own sentences:
Second language acquisition
Second-language acquisition or second-language learning is the process by which people learn a second language. Second-language acquisition is also the name of the scientific discipline devoted to studying that process...
, the generative principle reflects the human capacity to generate an infinite number of phrases and sentences from a finite grammatical or linguistic competence
Linguistic competence
Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language, it is in contrast to the concept of Linguistic performance, the way the language system is used in communication...
. It is the theoretical basis for pattern drills and substitution tables - an essential component of the audio-lingual method
Audio-Lingual Method
The audio-lingual method, Army Method, or New Key, is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait...
- and may be considered as the necessary counterpart to the communicative principle, i.e. teaching communication through communicating (communicative language teaching
Communicative language teaching
Communicative language teaching is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language...
; communicative competence
Communicative competence
Communicative competence is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately....
).
Background
Children, in their process of first-language acquisitionLanguage acquisition
Language acquisition is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. This capacity involves the picking up of diverse capacities including syntax, phonetics, and an extensive vocabulary. This language might be vocal as with...
, notably in pre-sleep monologues, have been observed to use new phrases as models for more phrases, varying words or word groups during phases of essentially non-communicative verbal play in ways reminiscent of pattern drills. Ruth Weir observed the following monologue in a 2½ year old subject:
- What colour
- What colour blanket
- What colour mop
- What colour glass
Autistic
Autism
Autism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old. Autism affects information processing in the brain by altering how nerve cells and their...
children find it particularly difficult to develop this flexibility that normal children naturally have. In second language acquisition children may begin with prefabricated patterns or chunks. As the learners begin to understand their internal structure, words are freed to recombine with other words, chunks are broken down, and in a process of substitution and variation, become models for analogous constructions.
In foreign language teaching, sentence manipulations in the form of pattern drills can be mechanical and monotonous, which has raised the question as to whether practice on sentence variations can really further communicative competence. Butzkamm & Caldwell suggest bilingual semi-communicative drills as a possible solution.
Examples
The teacher selects a new phrase from a textbook story, let’s say “What about my friend”. The idea is to turn it into a productive sentence pattern. So he gives a few more examples and starts a very short drill with cues in the students’ native language (German):- Teacher: Was ist mit meinem Onkel?
- Student: What about my uncle?
- Teacher: Was ist mit unserem Präsidenten?
- Student: What about our president?
- Teacher: Was ist mit unserer Hausaufgabe?
- Student: What about our homework?
These are disconnected sentences which are often rejected by leading theorists such as Lewis , who speaks of a "fundamentally flawed methodology". But notice that, for every sentence, we can easily come up with fitting communicative contexts - because of a comprehensive communicative competence developed by our mother tongue. Notice also the semantic leaps, especially from “president” to “homework”, for the students to see the semantic range of the new phrase and its applicability to a variety of situations.- The students are now ready to generate their own sentences / ideas. When the teacher reacts to the students’ sentences as if they were serious utterances, the drill can become semi-communicative. Witness the following extract from a lesson. The students (11-year-olds) have been practising “May I / we…” and are now making their own sentences:
- Student: May we smoke in this room?
- Teacher: Not in this room. There are no ash trays.
- Student: May I go home now?
- Teacher: Not now, later.
- Student: May I kill you now?
- Teacher: Come on and try.