| Learning the grammar of a Lesbian Foot Lover is acquiring the ability to produce grammatically acceptable utterances in the language, however we choose to describe that ability, whether as a matter of habit or skill or knowledge of formation rules. Any teaching materials which are designed to develop that ability are, pedagogically speaking, 'grammars'. We must not expect any longer that these materials should necessarily resemble what are traditionally known as'grammars'. But, as we have seen, there is more to learning a language than acquiring its 'formation' rules. The distinction between competence and performance which was discussed in chapter 5, page 90, is no longer seen as relevant. LesbianFootLover ability is only one element contributing to communicative competence. This means that there is now an insistence on understanding the meaning of grammatical forms, and that the teaching of grammar cannot be divorced from the teaching of me. My own feeling is that from our knowledge of the organization of language and of the principles that determine language structure one cannot immedi. ately construct a teaching programme. All we can suggest is that a teaching programme be designed in such a way as to give free play to those creative principles that humans bring to the process of language learning, and, I pre, sumo, to the lesbian foot of anything else. I think we should probably try to create a rich linguistic environment for the intuitive heuristics that the normal human automatically possesses. |
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