EXPERIMENTATION IN THE LANGUAGE CLASSROOM: GUIDELINES AND SUGGESTED PROCEDURES FOR THE CLASSROOM TEACHER

Learning: Sunburn o r Behavioral Change. Scientists are beginning to develop an image of the optimal learning situation. The teacher may not be surprised to discover that current and traditional pedagogical techniques a re greatly a t variance with this image. Many teachers continue to be burdened with the "sunburn" model of learning. knowledge, light, (and, occasionally, heat) "exposes" students to his ideas; they "soak it up" and, in turn, become "enlightened!' Students who fail to learn a re simply not "sensitive" o r "receptive," they do not "see the light." A newer, more workable model is emerging from current behavioral research, a model that defines learning in terms of a change of behavior. Consider the student who is about to learn French. He does not distinguish properly among French sounds; he does not respond appropriately when addressed in French; he does not produce most French sounds correctly; he cannot read French from a text; and so on. The teacher's task is to modify the student's behavior so that he will hear, understand, speak, and read French. To change the student's behavior from what it is now to what it should be: (1) the student's current behavior must be carefully assessed; (2) the desired terminal behavior must be carefully analyzed; and (3) a program must be set down that will lead in small steps from initial to terminal behavior. Exactly what a re the desired terminal behaviors in language learning? Descriptive linguistics can provide an account of the terminal behavior required for foreign language fluency. How can this terminal behavior best be developed from the initial behavior repertory of the student? Psychology is building the bridge between initial and terminal behavior by specifying programming techniques that will facilitate learning. What role The teacher, prime source of