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Usage-Based Second Language Instruction
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Ian Pemberton
Usage-Based Second
Language Instruction
A Context-Driven Multimedia
Learning Approach
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1
Introduction
1.1
Rationale
As a reaction to the shortcomings of earlier pedagogies, Communicative Language Teaching has come to dominate language education. In
fact, communicative methods are so well-established amongst language
educators and in teacher training programmes that it is difficult to voice
criticism of them. To teach communicatively is to be a progressive and
enlightened educator. Brown (2001: 44) asserts that ‘no one these days
would admit to a disbelief in principles of CLT; they would be marked as
a heretic.’ In fact, to question the validity of Communicative Language
Teaching can raise concerns about an educator’s ability to teach. Such
an ill-advised admission has the potential invoke capability procedures,
re-education, and, in the worst-case scenario, even redundancy.
The word ‘communicative’ is a strongly emotive concept in a similar
way to concepts such as freedom, justice, and truth. It embodies sharing,
mutual understanding, and tolerance. So much so that when applied to
language teaching, it is difficult to imagine that there could be any other
way. Harmer (1982: 164) notes that ‘no self-respecting teacher, materials
designer, or applied linguist would think of teaching English as anything
else.’
1
I. Pemberton, Usage-Based Second Language Instruction,
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2
I. Pemberton
It is often said that with the advent of Communicative Language
Teaching, we now live in a post-method era. Hall (2018: 66) notes that
‘this idea is now regularly discussed and examined in teacher training and
development texts.’ To live in a post-method era means not to adhere to
any particular method. But what about the Communicative Method?
Communicative Language Teaching proponents side-step the issue by
pointing out that CLT is an approach, not a method. Even in a postmethod era, this allows them to continue to subscribe to its doctrines.
Brown (2001: 42) tells us that ‘you can with some assurance latch on
to the CLT label and, like a member of a club, aver that you “believe
in CLT” and be allowed to step inside the gates.’ But such evangelical
fervour has a habit of dissuading educators from critically evaluating
their practice. Prabhu (1990: 164) argues that statements about living
in a post-method era ‘succeed in preserving the conversational peace but
cause a loss of the productive potential of professional debate.’ This begs
the question: Is Communicative Language Teaching the answer to our
pedagogical prayers? Or is it a vain faith that promises more than it can
deliver?
The first question is not so difficult to answer. In the twenty-first
century, second language learning is still far less successful than first
language learning. This implies that Communicative Language Teaching
is not the lost horizon we have been looking for, but a way-stage on
a journey. If the journey has a destination, it is still far off in the
distance. The second question is more difficult to answer. Communicative Language Teaching is a phenomenon which covers a broad spectrum
of methods that differ from each other but share common features. This
makes it difficult to evaluate its efficacy. Any serious attempt to do so
has to identify the common features of its proliferation of methods. And
any evaluation of Communicative Language Teaching leads to a further
question. If CLT is not the acme of language teaching pedagogy, then
what, if anything, is?
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1 Introduction
1.2
3
Outline
The main aims of this book are to build a case for change in the field of
language teaching and to explore in-depth how people learn languages
to better understand what that change might be.
The book begins by building the case for methodological change. It
examines in detail the history of English Language Teaching to firmly
ground its case in the accumulated knowledge and wisdom of those
scholars, educators, and innovators who have searched for answers to the
same questions in the past. It looks at what we can learn from the historical language teaching methods of the Classical, Reform, and Scientific
Periods, then evaluates the methods of the Communicative Period from
1970 up to the present. This analysis of the history of ELT considers
the benefits and drawbacks of each of the major methods and identifies
important elements of a language teaching approach.
At the same time, it identifies critical weaknesses in the current orthodoxy, Communicative Language Teaching, which cast doubt on whether
its methodology actually leads to fluency. Having built a case for change,
the book then considers the question: If CLT is not the hallowed ground
that language educators have been searching for, then what is?
Throughout history, innovative educators have looked to first language
acquisition to answer the question of how to teach second and additional languages. Thus, a natural starting place in a search for an answer
is to investigate theories of first language acquisition. The book examines evolutionary biology, making a distinction between primary and
secondary biological skills. It also looks at the classical first language
development theories of Constructivism and Sociocultural Theory, and
their influence on second language pedagogy. Then, it introduces SocialPragmatic Theory, a usage-based theory, which offers a cogent explanation of first language acquisition.
Advocates of usage-based theories assert that they apply equally to
second language acquisition. To gain a more detailed understanding of
usage-based linguistics, the book examines its theoretical foundations.
First, it explores a general complexity theory known as Dynamic Systems
Theory. Then, it looks at constructionist grammars. After examining
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4
I. Pemberton
these foundational theories, the book explores the usage-based account
of second language development and then surveys its empirical research.
The convincing account of second language development provided by
usage-based linguistics begs the question of how to realize the theory
in practice. This leads to the introduction of a contextual approach,
a twenty-first-century multimedia language learning pedagogy which
translates usage-based linguistics into classroom practice. A contextual
approach consists of six core principles which set out the preconditions
and processes necessary for second language acquisition. In the final part
of the book, the six principles are applied to the design of materials and
activities to realize the approach in the classroom.
A contextual approach represents a paradigm shift in language
teaching and learning. Given the power of the status quo and basic
human fear of the unknown, it may be unrealistic to think that this
shift will occur any time soon. But for those language educators brave
enough to acknowledge that their teaching isn’t as effective as they would
wish, and those curious enough and able to innovate, the book provides
a rationale and guidance on how to do so.
References
Brown, H. D. (2001). Teaching by principles: An interactive approach to language
pedagogy (2nd ed.). Prentice Hall Regents.
Hall, G. (2018). Exploring English language teaching: Language in action (2nd
ed.). Routledge/Taylor & Francis Group.
Harmer, J. (1982). What is communicative? ELT Journal, 36 (3), 164–168.
Prabhu, N. S. (1990). There is no best method—Why? TESOL Quarterly,
24 (2), 161–176.
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