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Palmer, Harold E.; Redman, H DOCUMENT RESUME FD 044 962 FL 001 990 AUTHOR Palmer, Harold E.; Redman, H. Vere TITLE This Language -T earning Business. PUB DATE 69 NOTE 175p.; Ianauage and Ianauaae Learning Series 22 AvATLABLE FROM Oxford University Press, 200 Madison Ave., New York, N.Y. 10016 ($2.00) FURS PRICE DRS Price MP-$0.75 HC-$8.85 DESCRIPTORS Audiolingual Methods, Aural Stimuli, *Biographies, Coded Speech, Communication (Thought Transfer), Instructional Program Divisions, *Language Instruction, Language Pole, Language Skills, *Linauistics, Literature, *Modern Languages, Phonetics, Second Language Learning, Semiotics, Speech Skills, *Teaching Methods ABSTRACT This compilation of writings, first published in 1932, provides a historical overview of early thought concerning the nature of language and language instruction. The authors, pioneers in the field of "natural" language learning, consider language as: (1) code, (2) literature,(3) conversation, (a) communication, (5) sounds, and (6) speech. In a section on learning theory, a variety of topics is discussed in 11 letters. The final section presents an outline of a language course, applying the principles discussed in the preceding portions. A biographical sketch of Palmer's life is accompanied by a listing of his publications. (RL) CV .0 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE Ch OFFICE OF EDUCATION -41- THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION O2IGINATING IT,POINTS OF VIEW OR OPINIONS C:I STATED DO NOT NECESSARD REPRESENT OFFICIAL OFFICE OF EDUCATION u_a POSITION OR POLICY. This Language-Learning Business A compilation containing a conversation considerable correspondence and still more considerable thought on questions of language and the learning thereof for the guidance of all those engaged in teaching or learning that unique subject in the curriculum a language HAROLD E. PALMER and H. VERE REDMAN with a biographical cssay on Harold E. Palmer by Dorothee Anderson 111% London OXFORD UNIVERSITY PRESS IS1, 1969 "1/4 Oxford University Press, Ely House, London W. r GLASGOW NEW YORK TORONTO MELBOURNE WELLINGTON CAPE TOWN SALISBURY IBADAN NAIROBI LUSAKA ADDIS ABABA BOMBAY CALCUTTA MADRAS KARACHI LAHORE DACCA KUALA LUMPUR HONG KONG TOKYO First published by George G. Harrap & Co. Ltd. 1932 First issued in this edition by the Oxford University Press 1969 PRIN':ED IN GREAT BRITAIN BY HEADLEY BROTHERS LTD. 109 KINOSWAY LONDON WC2 AND ASHFORD KENT LANGUAGE AND LANGUAGE LEARNING General Editors: RONALD MACKIN and PETER STREVENS 1. Henry SweetThe Practical Study of Languages 2. J. R. FirthThe Tongues of Men and Speech 3. Randolph Quirk and A. H. SmithThe Teaching of English 4. Neile Osman Modern English 5. H. E. PalmerThe Principles of Language-Study 6. N. E. Enkvist, J. Spencer and M. GregoryLinguistics and Style 7. H. E. PalmerCurso Internacional de Inglis 8. J. C. Catford A Linguistic Theory of Translation 9. Peter StrevensPapers in Language and Language Teaching io. David AbercrombieStudies in Phonetics and Linguistics 1. Five Inaugural Lecturesedited by Peter Strevens 12. Axel WijkRules of Pronunciation for the English Language 13. L. A. HillSelected Articles on the Teaching of English as a Foreign Language 14. H. H. SternForeign Languages in Primary Education 15. Peter LadefogedThree Areas of Experimental Phonetics 16. A. S. HayesLanguage Laboratory Facilities 17. Modern Language Teachingedited by Hans Jailing 18. H. E. PalmerThe Scientc Study end Teaching of Languages 19. H. S. Otter A Functional Language Examination 20. Julian Dakin, Brian Tiffen, H. G. WiddowsonLanguage in Education 21. Language Testing Symposiumedited by Alan Davies 22. H. E. Palmer and H. Vere Redman This Language-Learning Business Contents EDITOR'S PREFACE vii FOREWORD(1932) ix IA LANGUAGE INTRODUCTORY:A Typicai Advertisement, a Conversation about it, and a Circular Letter resulting from the Conversation LETTER I:The Language as a Code II LETTER 2:The Language as Literature 17 LETTER3: The Language as Conversation 28 LETTER4: The Language as Communication 33 LETTER5: The Language as Sounds 37 LETTER6: The Language as Speech 42 2 LEARNING INTRODUCTORY:Another Conversation and Some More Circular Letters 52 LETTER I:A Rational but Atrociously Expressed Attitude 57 LETTER2: An Approach to a Group of Languages solely from the Point of View of a Student of General Phonetics 6o LETTER3: From a Student who requires a Specialist's Vocabulary 62 LETTER4: The Reading Objective 65 LETTER5: From a Student of Comparative and Historical Philology 73 LETTER6: From an Accommodating Student of Riper Years 75 LETTER7: A Typical Headmaster (or Principal) replies 79 LETTER8: Another Academic Attitude 83 LETTER9: From a Practical Parent 88 LETTER 10: From a Parent who wants to utilize the Natural Language-learning Forces 90 LETTER II: A Fundamental Formula 94 GENERAL COMMENTS ON PART 2 I00 3BUSINESS: AN OUTLINE OF A COMPREHENSIVE LANGUAGE COURSE INTRODUCTORY 103 THE PRACTICAL APPLICATION OF THE PRINCIPLES to6 STAGE r : Specific Lessons in Pronunciation; Free Auditory Assimilation 1o6 STAGE 2 : Lessons in Speaking tIO STAGE 3: Lessons in Reading and Writing 114 STAGE 4: Lessons in the Remaining Major Mechanisms; Direct Method Composition Exercises 115 STAGE 5: Vocabulary Extension 122 STAGE 6: Free Composition, Translation, and Special Studies 122 APPENDIX: Types of Linguistic Symbols it 28 BIBLIOGRAPHY 132 HAROLD E. PALMER: A BIOGRAPHICAL ESSAY by Dorothee Anderson 133 ACKNOWLEDGEMENTS 134 I EARLY YEARS: England, France, Belgium 135 2 UNIVERSITY COLLEGE 140 3 SUMMER RECESS 143 4 PALMER'S IMPACT ON JAPAN 14.6 5 PALMER AT WORK 149 6 WORLD TOUR AND RETURN TO JAPAN 151 7 FELBRIDGE 158 List of Harold E. Palmer's Works 161 I. r. Editor's Preface This Language-Learning Business is one of the most readable books in existence on the methodology of language teaching, though the title tells us that the authors view the 'business' from the learner's angle. Palmer and Redman have collected together just about every current fallacy (current when they wrote the book and, in some quarters, current still) that one can think of concerning linguistic pedagogy, and set about correcting them with rare gusto. There is a sort of panache about their style that is reminiscent of d'Artagnan and his companions. The book presents, in exemplary fashion, opposing points of view on many fundamental questions about the nature of language and the processes of teaching or acquiring it. This prompts me to suggest that it might well serve as source material for discussion groups or even for formal debates in teacher-training establishments or wherever linguistic studies are an important part of the curriculum. Some sections will lend themselves more easily than others to this kind of exploitation, but these tend to be in any case the most important ones. Since Palmer and Redman had the lively discussions ('What a racket they made!' said Mrs Palmer later) that led to the writing of this book, much has changed, and many of their then revolutionary suggestions are now part of the new orthodoxy. Where this is so, there is no harm in teachers and students being reminded of the battles that as recently as 1932 had still to be fought and won, and of their debt to these two linguistic musketeers and others like them. And perhaps they will be spurred on to continue fighting for further reform where it is still needed. In the process of discussion they may reach different conclusions from those of our two authors. Very well! So long as they are soundly based, convincingly argued and backed by evidence, they may rest assured that Palmer and Redman would acknowledge their right to differ. I am deeply indebted to Mrs Dorothee Anderson, who so readily agreed to write a biographical essay on her Ather to accompany this viii PREFACE new edition of This Language-Learning Business. With the growing interest in the work of Palmer the linguist and teacher, it is inevitable that readers will wish to know more about Palmer the man. Here, in this short, warm-hearted essay, we have authentic glimpses of him in the many roles he filled in the course of his life, as son, husband, father, scholar, friend, amateur actor CI am not so much a lecturer,' he once commented to me aster a particularly successful and humorous lecture, 'as a light entertainer.'), humanitarian and internationalist.. and the list is not complete! Edinburgh, 1968 RONALD MACKIN frf Foreword (1932 ) The senior partner in this collaboration has been engaged in the learning and teaching of languages and concerned with the problems arising therefrom for a period of thirty years, and the junior partner for a period of ten years. We find on comparing notes of our experiences that, although we have dealt with teachers, learners, and those other self-appointed mentors who do not hesitate to rush in where experts fear to tread, in totally different environments, we have heard in all countries and circumstances the same occasional sense and the same fairly general nonsense talked by all those who are interested in ques- tions of language-teaching or -learning. We have encountered identical resistances, expressed though they have been in diverse ways. We have above all shared a common regret that the problems of linguistic pedagogy have not been considered of sufficient importance to justify a rational t......lification of thema codification raised to the level of a science. Surveying the vast amount of knowledge that has been accumulated and inculcated about language, we cannot but regret that the equally important subject of how to teach language and how to learn language has been almost totally neglected or left in the hands of quacks on the one hand and fanatics like the present partners on the other. We feel that the poor results in language-learning which educa- tionists the world over periodically deplore are due in no small measure to the fact that linguistic pedagogy has not yet become a respectable science, for it is unreasonable to expect a haphazard and unrecognized science to secure the services of those exponents who alone could make language-teaching what it ought to be.
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