Communicative Interaction in the Language Laboratory  

Oleh:

Richards, David

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 11 no. 2 (Dec. 1980), page 64-76.
Topik: Communicative Interaction
Fulltext: RELC 1989,VOL.11,NO.2 hal 64-76.pdf (670.3KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/11 Non-tandon: tidak ada Tandon: 1

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This disenchantment with the laboratory stems principally from our changing ideas about the nature of language learning. Language laboratories gained wide acceptance at a time when teaching methods stressed mimicry, memorization and reinforcement, in that they provided tireless, semi-programmed models for students to work on. Their usefulness was first challenged by applied linguists influenced by transformational grammar, such as Spolsky (1966), who drew on the devastating critique by Chomsky (1959) of the behaviourist psychology of Skinner (1957) which inspired audiolingual methodology in general and language laboratory procedures in particular. Thus, with the shift of emphasis to &dquo;creative generalization&dquo; stressed by generative grammarians, existing laboratory materials seemed to be too highly constrained to allow the learner to try out the possible application of rules in order to develop his linguistic competence, which was at that time formulated as the aim of language teaching, although some writers (e.g. David Richards 1973) did explore ways in which laboratory procedures could be brought more into line with the newly prevailing ideas on the nature of language learning.

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