Background

Though it is many different methods to teach languages, 3 methods enjoy significant use and dominate with few exceptions the training market:

  • The interactive direct method (DM) is based on active involvement of the learner in speaking and listening to the new language in realistic everyday situations, and consists of gradual acquisition of grammatical structure and vocabulary. The learner should think in the target language rather than translate, e.g. hear and use the language before seeing it written. Writing may be done with homework that reinforces what has been learned during lesson.
  • The structural grammar translation method (GTM) based on analysing the written language using translation exercises, reading comprehension and written imitation of text. Learning involves the mastery of grammatical rules and memorization of vocabulary lists.
  • The structural audio-lingual method (ALM) where learning is based up on repetition of dialogues that are imitated and drilled to make the response automatic. Reading and writing are reinforcement of what learners practice.

It isn’t today any method(s) with adequate and relevant online services available in Europe that in an easy and engaging way lets students highlight, understand and acquire the logic structure of a language. This is an analytical thinking approach that has the potential to facilitate transversal learning of language skills.

Language students today struggle with understanding the logic in grammar, reducing their ability to reproduce and manipulate language. Native speakers have an innate intuition about what sounds right language-wise.

  • How can a non-native speaker elaborate on the differences between the sentences “Salmon ARE being sold here” and “Salmon IS an important product”?
  • Will he/she be able to understand the logic behind conjugating verbs in relation to nouns?
  • And what about vocabulary: “I can LEARN/TEACH my dog tricks” or syntax: “They have SEEN never snow”?

In other words, what is the logic of how language works?

Today, to many language training methods hinder dynamic and interactive collaboration, and reflection around language instead of letting students themselves investigate sentences in order to acquire the logic structure in them.

 

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

SRS 2.0, PELE 1.5, Eval 1.0 and iLike 1.0 are available for use.