David Richardson Posted March 10, 2005 Share Posted March 10, 2005 I'm starting this topic as a spin-off to the discussion in Multimedia books in Education in the E-HELP folder: http://educationforum.ipbhost.com/index.php?showtopic=3283 I think it'd be better to continue this particular discussion here, rather than there. I posted this comment in that forum: "Language teaching in Sweden is generally quite a long way behind the times. The paradigm in schools is still straight grammar-translation (it's like going back to before L.G. Alexander in EFL teaching!), though audio-lingual methods swept in with language labs in the 1960s (because the accompanying materials were mostly produced in the USA) and promptly swept out again, leaving an awful smell behind them, since a lot of money had been invested for very meagre results (does this sound like ICT?). "One consequence has been that the official experts on language learning here tend to have a huge blind spot when it comes to the teaching and learning of how to pronounce languages. In turn, this means that they tend to have a knee-jerk reaction to anything connected with pronunciation practice, assuming it to be crude behaviourist audio-lingualism." … and the question for me is: when we know that speaking and listening are much more common than writing and reading, why do language teachers - especially in schools - spend so little time on teaching and practising pronunciation skills? I'll start giving my answers in later posts, but what do you think? Link to comment Share on other sites More sharing options...
Please sign in to comment
You will be able to leave a comment after signing in
Sign In Now