H. Douglas Brown

The Optimal Distance Model of Second Language Acquisition.

The critical period hypothesis has been viewed in recent second language research as a biological or developmental phenomenon which explains the inability of learners to acquire certain aspects of a second language beyond a certain age. It is hypothesized here that such explanations are limited, and that sociocultural factors more successfully define a critical period. Research in four related areas-stages of acculturation, anomie, social distance, and perceived social distance-helps to define a socioculturally determined critical period for successful second language acquisition. This understanding of the critical period hypothesis is termed the optimal distance model of second language acquisition. Implications for teaching and further research are discussed.

Some Limitations of C-L/CLL Models of Second Language Teaching

Several years ago language teachers were introduced to a new and bold concept of teaching a second language (L2) in the counseling-learning (C-L), whole-person model of education, and more specifically, community language learning (CLL). Language teachers have benefited and will continue to benefit from the insights of the C-L/CLL model. It has focused our attention on the whole person, on the affective domain, and on revolutionary methods of teaching. But language teachers need to be aware of the limitations of the C-L and CLL model, which, like any method, is not a panacea, but rather one more set of tools for the language teacher to interpret and adapt. Some of the major limitations that need to be considered are: (1) Currans particular interpretation of the role of a counselor in a counselor-client relationship; (2) the host of affective variables (social, cultural, personality) operating within any one learner, thus making it difficult to generalize about what type of approach is optimal for each learner; (3) the suitability of CLL considering the variety of cognitive styles utilized by learners; (4) the inadequacy of relying on inductive, learner-initiated responses; and finally (5) the budgetary and curricular difficulties of carrying out a CLL approach. Special attention to these five limitations should enable language teachers to adapt and modify CLL effectively in a variety of language teaching situations.

The Psychological Reality of 'Grammar' in the ESL Classroom

Finding innovative, motivating techniques for teaching grammar in the ESL classroom taxes the creative imagination of teachers, and therefore such classes often degenerate into teacher monologues, linguistic debates, and rote classroom exercises, all of which can lead to monotony and boredom. One of the reasons for this state of affairs is that grammar itself is a rather ill-conceived notion in many textbooks and curricula. A redefinition of grammar as something bearing psychological reality may lead us back to a more meaningful conception of grammar. The insights of recent generative-semantic theories of language and cognitive theories of learning (cf. Brown, 1972) have the potential for forming a basis for better achievement of the goals of grammar teaching. One of the keys to teaching grammar as a psychological reality is the optimal blending of cognitive and affective variables in classroom activity; many current approaches minimize the crucial importance of the latter, affective domain.