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A REVIEW of the literature on the foreign language methodology and psychology, to which this report is restricted, offers such a mass and maze of data that it is impossible in the allotted space to do more than touch upon major contributions. The bibliography of Buchanan and McPhee (140) summarized the significant literature on foreign language teaching up to 1927. That of Coleman (149) covers the years 1927-32. The most notable difference between these two bibliographies lies in the stress on experimentation and research in the latter. The recent survey of investigations by Bond (135), while not attempting a critical analysis, does emphasize the marked change in technic of approach that has occurred during the last decade. Other references (147, 161, 251, 252, 253) contain comprehensive bibliographies and related information. Trends AbroadPerhaps the best single study on the training of teachers and methods of two leading European countries is that by McMurry, Mueller, and Alexander (206). Whatever fear may be entertained in some quarters in the United States for the fate of the direct method in its various forms, ought to be allayed in some degree by the example of Germany and France, where this method appears to be holding forth as vigorously as ever. To be sure, there are a few scholars who show that they are not wholly satisfied; for instance, Runschke (234) pointed out to the teaching profession, textbook makers, and publishers in Germany the advantages of word and idiom counts. In France, Roger (233) revealed a discontent with the status quo and offered a partial solution by the use of frequency counts in vocabulary, just as Duthil (156) did earlier in regard to the French Idiom List. An examination of methodology in England reveals a situation comparable to that in the other two countries, as can be seen from the modern language program outlined by Collins (151), who stressed the time-honored principles of oral, aural, and written work, drill on grammar and syntax, and the acquisition of cultural background, all of which have the earmarks of the modified, direct, or eclectic method. However, we can detect the beginning of a new experimental direction on the part of English teachers and publishers through the scientific investigation and vocabularies in beginning French courses by Milton and Benn (209) and by recent English textbooks (128). After examining many English, French, and German periodicals bearing on the subject, the present reviewers agree with Benn (130), who writes:The fact is that in the field of modern language teaching, research (as in some other fields which the Americans have made their own) in the U.S.A. and Canada 466 is many years ahead of us. They have now on their side resources, scholarship, trained workers, and a developed technique.Similarly Jacka (189) who, after calling attention to the paucity of recent works of a research nature on linguistics in English libraries, made the following comment:This state of affairs not only illustrates, but to some extent explains, the consi...
A REVIEW of the literature on the foreign language methodology and psychology, to which this report is restricted, offers such a mass and maze of data that it is impossible in the allotted space to do more than touch upon major contributions. The bibliography of Buchanan and McPhee (140) summarized the significant literature on foreign language teaching up to 1927. That of Coleman (149) covers the years 1927-32. The most notable difference between these two bibliographies lies in the stress on experimentation and research in the latter. The recent survey of investigations by Bond (135), while not attempting a critical analysis, does emphasize the marked change in technic of approach that has occurred during the last decade. Other references (147, 161, 251, 252, 253) contain comprehensive bibliographies and related information. Trends AbroadPerhaps the best single study on the training of teachers and methods of two leading European countries is that by McMurry, Mueller, and Alexander (206). Whatever fear may be entertained in some quarters in the United States for the fate of the direct method in its various forms, ought to be allayed in some degree by the example of Germany and France, where this method appears to be holding forth as vigorously as ever. To be sure, there are a few scholars who show that they are not wholly satisfied; for instance, Runschke (234) pointed out to the teaching profession, textbook makers, and publishers in Germany the advantages of word and idiom counts. In France, Roger (233) revealed a discontent with the status quo and offered a partial solution by the use of frequency counts in vocabulary, just as Duthil (156) did earlier in regard to the French Idiom List. An examination of methodology in England reveals a situation comparable to that in the other two countries, as can be seen from the modern language program outlined by Collins (151), who stressed the time-honored principles of oral, aural, and written work, drill on grammar and syntax, and the acquisition of cultural background, all of which have the earmarks of the modified, direct, or eclectic method. However, we can detect the beginning of a new experimental direction on the part of English teachers and publishers through the scientific investigation and vocabularies in beginning French courses by Milton and Benn (209) and by recent English textbooks (128). After examining many English, French, and German periodicals bearing on the subject, the present reviewers agree with Benn (130), who writes:The fact is that in the field of modern language teaching, research (as in some other fields which the Americans have made their own) in the U.S.A. and Canada 466 is many years ahead of us. They have now on their side resources, scholarship, trained workers, and a developed technique.Similarly Jacka (189) who, after calling attention to the paucity of recent works of a research nature on linguistics in English libraries, made the following comment:This state of affairs not only illustrates, but to some extent explains, the consi...
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