Page:Adapting and Writing Language Lessons.pdf/78

Rh Component. 4:

The final essential component of a language lesson guides the student in exploring such matters as the relationship in both form and meaning between the third person singular present subjunctive of a verb and the corresponding third person singular present indicative; or between two different ways of embedding one sentence in another; or between the definite and the indefinite article. These relationships are the subject matter of what is usually called 'the study of grammar.' Bosco (1970, p. 79) distinguishes among three 'modes of representation.' Following his analysis, the exploration of structural relationships may take the form of drills ('enactive' mode), charts and diagrams ('iconic mode'), or grammar notes ('symbolic' mode). Much past and present controversy among language teachers turns on the relative prominence to be assigned to each of these modes, and the order in which they should occupy the student's attention. Learners synopses (Chapter 5) are principally symbolic presentations of major structural relationships.

Lado (1958) may have been right in speculating that 'it is possible to learn a language without ever repeating the same sentence twice.' To do so, however, would require extraordinary materials, extraordinary teachers, and probably extraordinary students as well. For some structural relationships, adequate exploration may require a certain amount of retracing one's steps, both within and between lessons. This may involve one, two, or all three of the 'modes.' What we usually call drills may in this sense be regarded as 'reiterated enactive exploration,' to use a phrase which is as monstrous as it is descriptive. Looking at them in this way is probably better than inflicting them as 'necessary neuromuscular inculcation.' This matter is discussed in Chapter 8.