From Memorization to Communication: Reconsidering the Point of Language Acquisition

Abstract

This article explores the gap between traditional language instruction methods and natural language acquisition, drawing on the author's experiences as both a language teacher and student as well as a parent. While language instruction often emphasizes rote memorization of vocabulary and grammar through tests, natural language acquisition, as seen in children, involves trial and error, active communication, and gradual improvement. The article advocates for more practical, communicative approaches to language learning, emphasizing teacher-student interactions and creative use of engaging, contextual materials to foster language use in the classroom. The focus is shifted from achieving high test scores to developing functional language skills, arguing that the true measure of success is a student's ability to communicate effectively in the target language.