Why bother doing anything but the best types of language acquisition activities?
I’m a firm believer in Comprehensible Input, and fairly sold on Krashen et al., that CI is the key to language acquisition. I don’t quite buy Krashen’s “strong” version that nothing but CI is necessary, because I think he’s framing the question a little incorrectly. Krashen these days makes a strong claim that CI, only CI, is sufficient by itself for language acquisition. I think this might be true, but there are other aspects of language competency that are perhaps not quite ‘acquisition’. The ability to speak, write, produce output is probably a secondary outcome of acquisition, but in my view and experience one still needs some practice in these output skills in order to actually output.
Anyway, I do all sorts of activities that are not optimal CI activities. I read texts too difficult for me. I do ‘composition’ exercises that are really translation exercises of banal sentences from English to Greek/Latin. Lately I have been working on an idiosyncratic but modern translation of the New Testament (I’ll write more about that individually later on). Why? Why waste time?
- Don’t wait for the best.
There is no way to get optimal CI in Greek or Latin. There’s no language community, there’s no children’s cartoons, there’s no 5 levels of graded readers about contemporary society, there’s no young adult extensive reading materials available. One will never derive enough genuine CI from currently available resources.
- Output exercises are nonetheless moderately useful.
Because (a) they develop output automaticity, even if no new language is being acquired. And because (b) the process of doing the exercises does involve some CI even if suboptimal.
- The art of translation is itself an art to be acquired.
While it’s generally and genuinely preferable, in my view, to work mentally in the target language, there are times when one will want to translate – in either direction. There are structures of phrasing and thought that come to one naturally, and in the absence of knowing a target language structure, you tend to code switch or break thought. Working systematically to acquire some of these structures will improve translation ability.
- For others
I think a previous generation thought you acquired language competency largely by suffering and toil. They were wrong about that, but using sub-optimal methods requires suffering and toil because the amount of time required to get the same amount of genuine CI is so much more. The only way we will produce teachers who are competent enough to utilise more-optimal methods is if we have teachers who are prepared to suffer a little to acquire by the hard way, and generous enough to pass that on by an easier way.