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1、LanguagelearningtheoriesandmethodologySemanticprimacyandthecommunicativeapproachtoforeignlanguageteaching(Takenfrom"SemanticPrimacyandthecommunicativeapproachtoforeignlanguageteaching"byNigelRiderandElenaMcCretton,UniversityofKuwait.)Thisarticlebrieflyoutlinesthehist
2、oricalandtheoreticalbackgroundtothe'communicativeapproach',inordertoprovidealinguisticbasisforthediscussionthatfollowsonsuchpracticalmattersasteachingmaterialsandclassroomactivities.SemanticprimacyinlanguageacquisitionWritingin1968,Jakobovitsheraldedwhatwastobecometh
3、emostinfluentialmethodologyofthiscentury,the'communicativeapproach':'Aradicallynewpsycholinguistictheoryoflanguageacquisitionhasbeenproposedwhichemphasisesthedevelopmentalnatureofthelanguageacquisitionprocessandattributestothechildspecificinnatecompetencieswhichguide
4、hisdiscoveryoftherulesofthenaturallanguagetowhichheisexposed.'(Jakobovits,p.89).HewasreferringofcoursetoChomskystheoryofthe'LAD'(LanguageAcquisitionDevice)-theinnateabilityoftheinfantchildtogathermeaningfromthelanguagegoingonaroundhim,andfromthistoconstructaninternal
5、'grammar'.Earliertheoriesoflanguagelearninghadinsistedupontheimportanceoftheenvironmentupontheinfant,whowasthoughttobeapassivereceiver.Inthe1920s,Bloomfieldbelievedthatlanguagelearningwasamechanicalactivitythatsimplyrequiredpractice.Inthe1950s,Skinnerstrengthenedthis
6、notionwiththeconceptof'stimulus-response':acorrectresponseisfollowedbyanimmediaterewardasareinforcementinordertoachievesuccessiveapproximationtoanyformofbehaviour-includingso-called'verbalbehaviour'.Forlanguageteaching,thishadledbythelatefiffiestothedevelopmentofamet
7、hodology(‘audio-lingualism')inwhichmeaning,or'semantics’,playedlittlepart:'Meaninghasbeenpostponedinordertostressdevelopmentofautomaticresponses',theaimbeingtoproduce'anautomatic,non-thoughtfulresponse'.(Chastain,p.99.)TheimpactofChomsky'shypothesis,andthesubsequentr
8、esearchintochildlanguageandsecondlanguageacquisitionthatfollowed,ledtoamovementawayfromthismechanicalconceptofhumanbehaviour.Thechi
