Elements in the Language Learning/Teaching Process: "Did he learn, or was he taught?"

Abstract

When teachers understand the learning/ teaching process, they are better prepared to manage learning more effectively. The process begins with language intake being worked upon by the learner's qualities, including his intention to comprehend, and by a wide range of mental processes ("types of thinking"). When this is accompanied by suitable conditions for learning (which comprise impact, interest, variety and organisation conducive to learning) comprehension occurs. Some of what is comprehended is also internalised as receptive learning. A further effort is required, in which the learner re-creates in sound a simulacrum (rough and ready likeness) of his receptive learning, in order to induce productive learning and use. At every single stage, the process can be made more rapid and effective through the intervention of a skilled teacher: good teaching recognizes the learner's needs at any moment and provides assistance of an appropriate kind.