Abstract
In the main, the aims of the thesis consist in: outlining the development of the teaching of French whose methodology "is more extensive than that of almost all other subjects" examining the factors which contributes to the learning of French; demonstrating that the body of facts now available is sufficiently advanced to effect significant improvements with regard to both course design and methodology; drafting a rationale for the teaching of French by bringing the literature heretofore scattered is scholarly treatises into relevant contact with much of the important work which has appeared in article form in journals. There is a consensus of opinion that the rapid development of techniques and attitudes in Modern Language teaching demands a constant reappraisal. Professor Carroll has expressed the view that what is required "is a profound rethinking of current theories of foreign language teaching in the light of contemporary advances in psychological and psycholinguistic theory".2 The search for a much needed theoretical framework has brought out results which have accelerated the retreat from skinner's operant conditioning, whose "stimulus response reinforcement theory is woven into second language teaching everywhere". As a result the Plowden Committee made the plea that "any school embarking on French ought to scrutinize critically the course that it proposes to use". Besides, the aristocracy of theorists is now showing more concern with the learning process than with teaching techniques and teaching aids. Indeed, Professor Fries once decried that, "in spite of the fact that there has been more than a hundred years of vigorous linguistic investigation is accord with sound scientific methods, very little results of this investigation has actually got into the schools to affect the materials and methods of teaching". The study has entailed extensive reading of a multidisciplinary nature. The relevant literature is scattered in diverse professional journals, scholarly treatises, and official documents largely, but not exclusively, published in English. Part I consists of an overview of the sudio-lingual habit theory, which centres on the acquisition of mechanistic causal paradigms. We therefore probe the audio-visual method which, fundamentally, appears to be restricted to the teaching of form in language learning (chapter 1) and to impose a heavy burden onto the pupils in their attitudes towards their cognitive and emotional readjustments (chapter 2). In Part II, we undertake a searching investigation of both psychological theories and Applied Linguistics, with regard to their influence, or the lack of it, on the methodology of Modern Language teaching in general, and the contrasting teaching methods as practiced at the various stages of Modern language teaching is particular. Considering that, is Modern Language teaching, the problems are the most complex of all it is therefore appropriate to deal with several of the methodological issues which must be resolved. (Abstract shortened by ProQuest.).