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DOCUMENT RESUME
ED 082 544 FL 003 782
AUTHOR Richterich, Rene
TITLE A Model for the Definition of Language Needs of
Adults Learning a Modern Language.
INSTITUTION Council of Europe, Strasbourg (France). Committee for
Out-of-School Education and Cultural Development.
PUB DATE May 72
NOTE 54p.
EDRS PRICE MF-$0.65 HC-$3.
DESCRIPTORS *Adult Education; Curriculum Development;
*Educational Objectives; *Language Instruction;
Learning Motivation; *Modern Languages; *Second
Language Learning; Teaching Methods
IDENTIFIERS Europe
ABSTRACT
An outline for determining the language-learning
needs of adults in Europe is developed in this model. A situational
approach is prescribed which delimits the linguistic field and
facilitates mastery of the subject area. The learning units, needs,
motivations, educational objectives, and problems are discussed in
the introductory section. A comprehensive model and a section on
practical applications are included. (RL)
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"In mathematics or logic, when an object is treated as a particular instance of a more general, more abstract object, all the properties of the latter are found in the former; in other words, the 'abstract' model is never in conflict with its 'concrete' representation. Such is not the case in the sciences which deal with real things where, on the contrary, the model always contradicts the reality in some respects. In this lies the greatest weakness of models, and it is a fact Which needs stressing." (Anthropologie et Calcul4k, A. Regnier, Mathematiser les sciences de l'homme? Paris^ - Union generale d'Editions 10/18, Series 7 - 1971, p. 24.)
"The generative process is above all informational, virtual, principial; the phenomenal process is metabolic, practical, 'existential'. The generative is what gives life; the phenomenal is what lives. One is the paralysed man who can see, the other the blind man who can walk; their union is indissoluble (their union is the great event and the great mystery of life ...)."
(E. Morin: L'evenement-sphinx in Communications: L'evenement Paris, Seuil, 1972, No. 18, p. 186.)
"The result of any act of communication is the product of a strictly linguistic component (speech) and an extra-linguistic component (the situation), each of which varies from one extreme case to another."
(P. Charaudeau: L'analyse lexico-semantique recherche d'une procedure d'analyse, Cahiers de Lexicologie Paris, Didier, Larousse, 1971, I, 18, p. 8.)
"If I go into a restaurant and order my dinner, I am not asking for my words to become part of a system with other words, but for food to be brought to me." (B. Russel)
Preamble
This paper is in three parts:
- an introduction setting out the aims and problems;
a description of the model;
- proposals for the application of the model.
It is intended as a working paper, which is.why theoretical and stylistic considerations have been intentionally omitted.
- Learning_ units
1.1 Our starting hypothesis is the assumption that an adult should be able to learn a foreign language by means of a system of independent learning units progressively grouped so as to meet the main require- ments of the various categories of adults wishing to acquire a command of a language other than their mother tongue.
1.2 (^) A unit consists of a coherent set of learning acts leading to mastery of a functional set of language acts.
1.3 (^) The system must be open-ended and adaptable to the multifarious con- ditions in which the learning process may take place, in other words to the most favourable times for learning, the most suitable content, and the most economic means.
1.4 (^) The system must use its great adaptability to stimulate, increase and maintain individual motivations for learning a modern language.
- (^) Needs, motivations, aims
2.1 In a flexible and dynamic system of this kind, endeavouring to adapt in the best possible way to the language reality of the individual, either in his socio-professional life or in his socio-cultural life, the notion of needs is an essential one.
2.2 (^) The language needs of adults learning a modern language are the requirements which arise from the use of that language in the multitude of situations which may arise in the social lives of individuals and groups.
2.3 Two kinds of need can be distinguished:
- objective needs, (^) which can more or less be assumed to be general from an analysis of typical everyday situations;
- subjective needs, which cannot be said to be general because they depend on events, unforeseen circumstances, and people.
2.4 Needs and motivations should not be confused. The former are, so to speak, imposed by the reality of the language situation, and knowing a language means precisely being able to respond appropriately to the numerous requirements of that reality; the latter, although influenced by the social lives of individuals and groups, are created by the latter.
2.5 The analysis of needs will lead to a definition of aims which, operationally speaking, must be translated into language acts and learning acts.
- (^) Problems
3.1 Whereas objective needs can be foreseen, analysed or defined, as the case may be, more or less precisely, subjective needs are quite unforeseeable and therefore indefinable.
3.2 A fundamental contradiction may be seen (and it is perhaps the contradiction which at present bedevils language teaching) between the desire to define precise needs and aims and the fact that, on the other hand, the use of a language as a means of communication and action in controlling social situations requires a capacity to react appropriately to things which cannot be accurately foreseen oL defined.
3.3 This being so, is it not necessary to invent an educational theory of the unforeseen?
3.4 Furthermore,^ if^ it^ is^ planned^ to^ introduce^ a^ system^ of^ learning by units on a large scale - European for example for^ only^ on^ a large scale can it be educationally and financially profitable, then the programming and production of these units can be expected to necessitate considerable investment which will not permit the flexibility and adaptability to specific needs which we require.
3.5 Whereas what is really needed is an ephemeral educational theory fully meeting the needs of individuals, production requirements may well impose a durable educational theory which corresponds only to the general and theoretical needs of a few broad categories of people.
3.6 Ephemeral^ educational^ theory,^ theory^ of^ the^ unforeseen.^ Programmed, durable educational theory. The^ system^ must^ be^ sufficiently dynamic and flexible for the creation of economic, and therefore programmed and durable, learning units, but units which leave con- siderable room for the unforeseen and the ephemeral.
- Aims
4,1 It is not Lhe aim of this paper to provide statistics on the various categories of adults 1-larning or wishing to learn a language, or on their language needs.
4.2 Nor can it set out to describe a model operating mathematically in order to define those needs.
4.3 This^ working^ instrument^ is^ first^ and^ foremost^ a^ catalogue,^ not necessarily an exhaustive one, of the elements needed to serve as
PartII: The^ model
- Language nerds
1.1 In order tc define language needs, two components will have to be analysed:
the language situation language operations.
1.2 The "language situation" component will comprise the following categories:
the agents (the persons involved in the communication process);
the time (when the act of communication takes place);
- the place (where the act of communicatic. takes place).
1.3 The "language operations" component will comprise the following categories:
the functions (which the act of communication has to fulfil); the objects (to which that act will relate); the means (used to produce that act).
1.4 Each of these categories will then have to be broken down into the elements listed (though not exhaustively) in a later section.
1.5 The information provided by the analysis of these two components will therefore be needed to define the language needs.
1.6 These will then have to be translated into language acts, which will represent utterances placed in operational situations (either simulated or real), corresponding to the needs defined.
1.7 We shall not deal with language acts in this paper, since they belong to another phase of the preparation and establishment of learning units.
- Learning needs
2.1 Definition of learning needs involves the same components:
the learning situation learning operations.
2.2 The "learning situation" component will comprise the same cutegories:
the agents (the persons involved in the learning process);
- the time (when thr learning act takes place);
- Scales
3.1 In order to define the needs, we shall have to refer to two scales:
the forecasting scale the analytical scale.
3.2 The forecasting scale must tell us to what extent language or learning needs can be foreseen. For example, we can define with great accuracy the language and learning needs of a -rench singer who knows no English and merely wishes to learn the English version of one of his songs. (^) By contrast, it will be impossible for us to predict the needs of a French journalist who has a good knowledge of English but wishes to perfect his command of the language because his newspaper has appointed him its permanent correspondent in London.
3.3 Reference to a second scale will be essential in order to discover to what level and in what detail we wish to analyse the needs. Do we want to discover the objective English language needs, in general, of a director's secretary in watch factory X at Bienne in Switzerland, or are we aiming to define in detail the needs of that same secretary for the purposes of English correspondence?
3.4 Finally; a third scale, the equivalence scale, will enable us to determine to what extent a learning act covers a language act. For example, the fact of repeating the phrase "I should like a packet of Players No. 6" ia,a.language laboratory in no way corresponds to the language, ,7ct which that phrase might represent in a tobacconist's shop.
3.5 Reference^ to^ these^ three^ scales^ will^ be^ constantly^ necessary.in order to circumscribe the subject of our analyses and definitions.
- Categories^ and^ elements
Component: language situation
A. Agents
- Identity
1.1 Occupation 1.2 Other activities 1.3 Age 1.4 Place of residence 1.5 Sex 1.6 Civil status 1.7 Name
(It is important to check that the information furnished by each element is relevant to the definition of needs. Depending on the level of analysis adopted, certain elements will be value- less and others will have to be included.)
- Number
2.1 1 2.2 2 2.3 3- 2.4 6- 2.5 13 ...
(The number of persons involved in the language situations analysed.)
- Roles
3.1 Social roles
3.1.1 Superior/subordinate 3.1.2 Colleague/colleague 3.1.3 Old/young 3.1.4 Master/pupil 3.1.5 Important/less important 3.1.6 Buyer/seller 3.1.7 Asker/giver 3.1.8 Stranger/stranger 3.1.9 Friend/friend 3.1.10 Enemy/enemy 3.1.11 Husband/wife 3.1.12 Parent/child 3.1.13 Parent/parent
(As already stated, none of these lists of elements are exhaustive; they should be regarded as indicative only. By^ "roles"^ is^ meant the social, sociological or language relationships which are established when persons communicate with one another, and which can determine the type of language used.)
3.'e. Psychological roles
3.2.1 Respect 3.2.2 Obedience 3.2.3 Admiration 3.2.4 Affection 3.2.5 Complicity 3.2.6 Sympathy 3.2.7 Equality 3.2.8 .Neutrality 3.2.9 Antipathy 3.2.10 Disdain
C. (^) Place
- (^) Geographical location
1.1 Country 1.2 Region 1.3 Locality
- Place
2.1 Outdoors
2.1.1 Square 2.1.2 Street 2.1.3 Park,^ garden 2.1.4 Terrace 2.1.5 Sports field 2.1.6 Beach 2.1.7 Countryside 2.1.8 Forest 2.1.9 Mountain 2.1.10 Lake, sea 2.1.11 Building^ site
2.2 Indoors
2.2.1 Private^ life 2.2.1.1 Flat 2.2.1.2 Villa 2.2.1.3 Room
2.2.2 Public life 2.2.2.1 Shop 2.2.2.2 Restaurant, cafe 2.2.2.3 Hotel 2.2.2.4 School 2.2.2.5 (^) Church 2.2.2.6 Hospital 2.2.2.7 Station 2.2.2.8 Theatre 2.2.2.9 Ex1A.bition 2.2.2.10 Office (industry/commerce) 2.2.2.11 Office^ (services) 2.2.2.12 Office (administration) 2.2.2.13 Office (professional)
2.2.3 Work 2.2.3.1 Office 2.2.3.2 Workshop
(Depending on the standpoint adopted, one person may regard a place as belonging to the "public life" sector, while for another person it will be his place of work. Examples are the customer and the sales assistant in a shop, the congregation and the parson in a church, the patient and the doctor.)
2.3 Means of transport
2.3.1 (^) Car 2.3.2 Bus 2.3.3 Train 2.3.4 Underground 2.3.5 Aeroplane 2.3.6 Boat
- Surroundings
3.1 Family 3.2 Friends 3.3 Acquaintances 3.4 Professional 3.5 Other activities 3.6 Fashionable society 3.7 Holidays 3.8 Learning situation 3.9 Anonymous
- Environment
(Are details of the setting and surroundings in which the language act takes place relevant?)
Component: language operations
D. Functions
- Expression/exchanE
(Zero, neutral level of communication. Communication for the purposes of conveying a message of some kinch)
- Description/explanation
(Col unication for the purpose of illustrating, representing, or conveying understanding or knowledge of something.)
- Argumentation/persuasion
(Communication for the purpose of proving, convincing, winning an argument.)
- Designation/statement
(Communication for the purpose of calling a person to witness something.)
- Spontaneous speech/indirect listening
2.1 Telephone 2.2 Radio 2.3 Television 2.4 Magnetic tapes
(The utterances are produced spontaneously, but heard by the addressees via a technical medium.)
- Controlled speech/direct listening
3.1 Talk, lecture 3.2 Theatre, recital 3.3 Reading^ aloud 3.4 Repetition
(The utterances are first written down, then read aloud or recited by heart and heard directly by the addressees.)
- Controlled speech/indirect listening
4.1 Film 4.2 Television 4.3 Radio 4.4 Records 4.5 Magnetic tapes
(The utterances are first written down, then read or recited by heart and heard by the addressees via a technical medium.)
- Writing/reading
5.1 Newspaper 5.2 Correspondence 5.3 Reports 5.4 Books
(The utterances are written down, then read silently by the addressees.)
- Gesture/mime
(The communication is effected either partly or wholly by means of non-verbal signs.)
Component: learning situation
G. (^) Agents
- Identity
1.1 Learners 1.1.1 Occupation 1.1.2 Other activities
1.1.3 Schooling 1.1.4 Mother tongue 1.1.5 Other languages known 1.1.6 Age 1.1.7 Place of residence 1.1.8 Sex 1.1.9 Civil status 1.1.10 Name
1.2 Teaeuers 1.2.1 Other occupation 1.2.2 Other activities 1.2.3 (^) Title 1.2.4 Mother tongue 1.2.5 Other languages known 1.2.6 Languages taught 1.2.8 Experience 1.2.9 Age 1.2.10 Place of residence 1.2.11 Sex 1.2.12 Civil^ status 1.2.13 Name
- Number
2.1 Learners
2.1.1 1 2.1.2 2- 2.1.3 6- 2.1.4 13- 2.1.5 21- 2.1.6 31- 2.1.7 41 ...
2.2 (^) Teachers
2.2.1 1 2.2.2 2- 2.2.3 4- 2.2.4 6 ...
- Roles
3.1 Learners 3.1.1 Leader 3.1.2 Passive 3.1.3 Talkative 3.1.4 Shy (What is the proportion of these types of learner in a group or, depending on the level of analysis chosen, to what type does the learner concerned belong?)
