Psychology

Let the student Post Date: Mon, 4 Aug 2008 14:16:18 +0000
There is one experiment which a psychologist may ven- ture to suggest to teachers of language. Let a course be prepared that shall teach much about language structures through an analytical study of some foreign language. Let the student have an insight into the rich field of compar- ative philology and comparative study of civilization.

Autor of the post: Undefined

When this course has been Post Date: Mon, 4 Aug 2008 13:58:20 +0000
Take some of the time now given uselessly to English composi- tion if the foreign-language departments are unwilling to contribute the time for such a course. Let such a course be open to everyone who wants to know in a year what Latin and German are. When this course has been tried, note whether students do not begin language work of the pres- ent type more enthusiastically.

Autor of the post: Undefined

The method must vary Post Date: Mon, 4 Aug 2008 13:48:12 +0000
By way of practical administrative suggestion it may be legitimate to urge that some of the instructional energy which is being rapidly released in the classical departments be turned to the task of trying this experiment. Finally, in order to make perfectly clear the psychological conclusion of the whole matter, let it be explicitly pointed out that there is no single best method of teaching foreign languages. The method must vary with the purpose and the maturity of students.

Autor of the post: Undefined

Second, like every other observer Post Date: Mon, 4 Aug 2008 13:32:38 +0000
In this connection the writer may venture to add two observations made in the classroom. He has observed classes struggling to get a meaning of a foreign word, and con- fused beyond degree because of the teachers dogmatic de- termination to use only the direct method; and he has been persuaded that it requires more than ordinary resourceful- ness and more command of the language than most teachers possess to adhere at all times to the strictest form of the direct method. Second, like every other observer of lan- guage instruction, he has seen formal analysis carried to such limits that he has-been almost persuaded to become a convert to the most extreme form of the direct method.

Autor of the post: Undefined

Children in their early years Post Date: Mon, 4 Aug 2008 13:17:53 +0000
If one could gain the advantages of direct use of the lan- guage without losing the virtues of analysis, and could also get some of the quick returns of intelligent analytical study as a foundation for later, more intimate appreciation of words in their context, he would in a measure gain the advantages of both tendencies. If one must choose, his choice will certainly depend on general social conditions. Children in their early years gain little from analysis; adults gain much.

Autor of the post: Undefined

We may therefore close Post Date: Mon, 4 Aug 2008 12:59:32 +0000
Time is always a factor which must be considered. The consideration of these social factors sug- gests that probably there is truth in several different and apparently opposing statements about languages and lan- guage teaching. We may therefore close, as we began, with a plea for careful, discriminating, impersonal examination of all claims and methods rather than a partisan dogmatism in favor of any single solution of the matter.

Autor of the post: Undefined

Language is not merely Post Date: Mon, 4 Aug 2008 12:46:00 +0000
Thus far we have discussed the problems which relate to the teaching of mathematics and the language subjects. It would perhaps be most natural to continue the discussion by taking up those branches of school work which depend very largely upon the ability to use books, such as history and certain phases of science. Language is not merely a subject of instruction in itself, it is also a tool employed in the study of other subjects.

Autor of the post: Undefined

One finds in the technical Post Date: Mon, 4 Aug 2008 12:31:09 +0000
But the psychological prob- lems which confront us in teaching any subject which de- pends upon the use of books can be clearly understood only when we contrast with book subjects those which depend upon the cultivation of practical, manual skill. There is at the present time a growing tendency in the secondary course to recognize the importance of various kinds of training which are wholly at variance, so far as their content and form are concerned, with the academic traditions of earlier years. One finds in the technical high school of to-day an equipment for shop work and laboratory work that is altogether foreign to the conception of educa- tion which was common in the high school of a generation ago.

Autor of the post: Undefined

The introduction of these new Post Date: Mon, 4 Aug 2008 12:15:23 +0000
Agriculture has taken a major place in those high schools which are situated in rural communities. Much of the work of the agricultural high schools is carried on in the field in a fashion utterly unfamiliar to the high-school teacher at the close of the last century. The introduction of these new subjects has been hastened by the demand of the industries that more attention be given to the preparation of expert laborers.

Autor of the post: Undefined

We turn away, then Post Date: Mon, 4 Aug 2008 12:00:35 +0000
The problem of providing for boys from fourteen to sixteen years of age is one of the clearly recognized and conspicuous problems of present-day social life. While the urgency of the situa- tion is somewhat less for girls, there is nevertheless a clear recognition of the fact that some kind of training must be devised for girls who are not going to take the ordinary high-school course. We turn away, then, from the discussion of language and all that belongs to the language subjects, for the purpose of gaining a clearer notion of the mental processes which attach to these newer subjects.

Autor of the post: Undefined

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