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The Practical Study of Languages: Aguide for Teachers and Learners DOCUMENT RESUME ED 033 624 71. 001 292 AUTHOP Sweet, Henry TTmL1 The Practical Study of Languages: AGuide for Teachers and Learners. Languageand Language Learni:g [Series], Number 1. Pub Date 64 Note 992p. Available from Oxford University Press, 200 Madison Ave., New York, New York 10016 (51.60) .DNS Price EDRS Price MF$1.25 HC Not Availablefrom EDPS. Descriptors Audiolingual Skills, *Classical Languages, Dictionaries, Grammar, Language Iastruction, Language Research, *Learning Processes, Literary Analysis, *Modern Languages, Phonetics, Pronunciation, *Second language Learning, Second Languages, *Study Guides, TeachingGuides, Teaching Methods, Translation, Vocabulary Abstract A landmark in the literature oflinguistic pedagogy is presented in this reprint of abock first published in 1899. The broad scope of thispractical guide to the study of language includesextensive material on phonetic notation, general and specialprinciples of method, grammar, vocabulary, translation,original language investigation, difficulties of language, andgeneral considerations about language study. Other chaptersdiscuss "dead languages", varieties of pronunciation,foreign alphabets, and the classic defense ofintensive language study as a "mindtrainer". (RL) r 41. LANGUAGE AND LANGUAGE LEARNING cs.) tick tc4;THE PRACTICAL STUDY ci .... 40 ,c,. OF LANGUAGES Lu 9C ., 9C 4=, 3C 4 O C ..c4.., AJ OCc,= .CC.K ....'4=1 i=6 . C, .i. .n.. 1-1 - uwo .., ..,:,.,..._... 1-1 2C 4.- A Guide for CA .,_.0 r--2C re .C 9E ,-. r re 4-0 -0 ..- 0 !...7,CA...... .._ .45 ..,.....K 2C......, Teachers and Learners .- .- arA0 "g' alKZ; 9C ... .... 16.4 ..C... =1-1-.4...--. 4.^, .. 0CS .3c CA. 0C ...(4.9 ,i at.11 4.4 CZO = OC c,A.. .. = 40..a9E z::C:09E j2C= ac [ 4.^,4.^, ..C ra .A,24 ..CA. ..1-1 1-1 C., ur= 0 2icCD 4t- = = c,ea c, CPCle 0v 9cIC 2C CS C)I=1C" VD = r r..c 0"...cm HEART SWEET 0London- OXFORD UNIVERSITY PRESS - 1964 "PERMISSION TO REPRODUCE THIS COPYRIGHTED (Am MATERIAL BY MICRQF ICHE ONLY FMS BEEN GRANTED BY t3Am,1* TO ER ICANDORGANIZATIONS bPERATING UNDER AGREEMENTS WITH THE U. S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." LANGUAGE AND LANGUAGELEARNING General Editors: R. Mackinand P. D. Simms z. HenrySweet: The Practical Studyof Languages 2. j. R. Firth:The Tongues of Men andSpeech 3. A. H.Smith and RandolphQuirk: The Teaching ofEnglish 4.. Neile Osman:Modern English 5. H. E.Palmer: The Principles ofLanguage-Study 6. N.-E. Enkvist, J. Spencerand M. Gregory: ALinguistic Theory of Translation Oxford Uniocrsity_Piess,Amen House, London E.c.4 GLASGOW NEW YORE TORONTOISELEOL1LNE WELLINGTON BOMBAY CALCUTTA MADRASEARACIII LAHORE DACCA CATE TOWN SALISBURY NAIROBI=DV,: ACCRA KUALA LUNT= BONGEffiG 4;:-.7. , First published by 3. M. Dent 'reSons Ltd, 1899 First issued in this edition, 1964 PRINTED IN GREAT BRITAIN BYHEADLEY BROTHERS LTD 109 ZINGSWAY LONDON WC2AND ASHFORD RENT Preface to this edition The Practiral Studyof Languageswas first published in 1899 and it may seem surprising thatnearly 70years later it should without any alteration reappear in the text. It is,however, particularly appropriate that thecomplete text of Sweet'sbook should be made accessibleto a wider publicat a time when language teaching is in some ways undergoingrevolutionary changes. Technological advanceshave made visual and available on recorded material a scale undreamt-of by Sweet;but unless these based on a sound theory arc of methodology thereis the danger that their promise will beunfulfilled, and. that theaverage learner will be little betteroff than before. Sweet, too, lived inexciting times. Duringhis lifetime the International PhoneticAssociation was formed, Modern Languages the status of in secondary schoolsbecame moresecure (though they continuedto be considered inferiorto Latin and Greek, bothas languages and forpurposes of `mind-training'), and the Reform Method, basedon the principles of language teaching laid, d.-7,,,,--..- bythe I.P.A.,was given official approval in several European countries. If thismethod, later calledthe Direct Method, is saidto have failed, the main contrary to the recommendations reason is that made by Sweet inhis book, teachers believed thatall they neededto do was to talk in the foreign language andthat aftersome time the learner would somehow suddenlybegin touse the languagemuchas the child did whenlearning his mother from the interpretation tongue. The troublearose given bymany teachers, andsome national authorities,to the word Direct. Forthem the Direct Method meant: 'Thatmethod of teachinga foreign language in which theuse of the mothertongue is totally excluded which it is replaced and in by activity,demonstration, and drills,the use of realia andso on.' For Sweet, the best which enabled the method was that learner 'to establishan instantaneous associa- tion between thought and sound', and ifthe judicioususe of the mother tongue wouldhelp in thisprocess (in the initial giving iv PREFACE of the meaning of new words or arrangementsof word,, for example), then he would unhesitatingly resort to it.This is the view that has been held by most modern advocatesof the Direct Method. Sweet saw the need for a theoretical frameworkfor the elaboration of method and suggested a basis for it inhis book. If his contemporaries had taken proper notice of hisideas, and worked them out u t practice, the Reform Methodmight not have been a 'failure'. What he shows is that alanguage-teaching method is not just a mattes of classroom techniques,ingeniously devised to keep the class 'interested'. The elaborationof a true method involves (i) the selection of the variety oflanguage to be taught; (ii) the limitation of the amount to be taught in anygiven course; (iii) the arrangement ofthe selected material in terms of the four language skills of understanding speech,speaking, reading and writing; and (iv) the grading of thedetails of the material at the various levels of pronunciation, grammar, vocabulary and cultural content. The work of many present- day `methodologists' is derived in large part from theideas adumbrated by Sweet. If Sweer ?s work did not result in a general and lastingreform in language teaching in Britain, it did at least have aprofound influence on the work of Harold Palmer, author of The Scientific Study and Teaching of Languages (1917), The Principles of Language- Study (1921),I and many other books on the theory oflanguage teaching. It is Palmer's work, in conjunction with that of Jcsper- sen, which forms a linkwith that of the nineteenth-century reformers, and which enables us to see in spite of everything a continuous process of evolution in language teaching method. The International Phonetic Association was themoving spirit behind language teaching reform in Sweet's time, and the Association's alphabet is based on his 'broad Romic'. He con- sidered that a knowledge of phonetics was the first essential step in learning a foreign language, and that no attemptshould be made to advance in grammar and vocabulary until the sounds of the language have been mastered. Oral proficiencyis still looked upon as the first essential objective by many authorities, but this 'oral approach' is not necessarily associated nowwith the use of phonetic symbols; indeed many professionalphonetic- ians themselves advise against their use. As the questionof the I No. 5 in ibis series. PREFACE V use or non-use of phonetic symbols isno longer considered to be of fundamental importancein language- teaching, the extensive treatment accorded to it by Sweetin the early chapters of his book may leadsome readers to conclude that all theissues treated by himare equally untopical. This would bea mistaken conclusion,as a glance at the sub-headings ofthe chapters quickly reveals. The PracticalStudy of Languages containschapters that are of interestto all who are concerned withthe learning and the teaching oflanguages, and especiallyto teachers and to those who are responsiblefor their training. Readerswill quickly find what intereststhem. most, but Chapters2, 3, 4 and 6 might well be omittedon the first reading, except by those who are primarily interested in theteaching of phonetics. Most of the material in the remainingchapters is of great topicalinterest, even though some of the examplesused by Sweetmay be from unfamiliar languages. Thelast chapterconcerns an argument that has been goingon for at least two hundredyears: the question of the relative meritsof classical and modernlanguages for 'the training of themind'. On this subjectSweet for once allows his enthusiasmto cloud his judgement, for theclaims that he makes for modemlanguages are nomore founded on concrete evidence than are those ofthe champions of Latin andGreek. Sweet suggests that thefirst foreign language shoddbe introduced to children whenthey are I o years ofage. Nowadays it is generally believedthat the earliera child begins his first foreign language the betterhe will ?cam it. But Sweet'sproposal was, at the time, a daringone. Since Sweet's time great advances have been made inour knowledge of the processes of learning, and it is well to remember thisif just occasionallywe find Sweet old-fashioned or behindour times. R. MACKIN 1964 Note: This is an almostexact reprint of the original edition.A few minor textual alterationshave been made, andsome misprints in the original have beencorrected. Sweet's mannerismshave mostly been preserved,e.g. the setting of Germannouns without initial capitals and theuse, referred to oiL p, 32, of sz in German. The phonetic transcription hasbeen restyled, but thedistinctions vi PREFACE made by Sweet have been preserved. The footnotes, not all of which have been preserved, are Sweet's unless otherwise stated. The bibliography on p. xv is substantially that of the original book. Author's Preface This bock is intended as a guide to thepracticalstudyof languages. Its object is, first, to determine the general principles on which a rational method of learning foreign languages should be based, and then to consider the various modifications these general principles undergo in their application to different circumstances and different classes of learners, The want of such a guide has long been felt.
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