The case for a modified pedagogy in the foreign language classroom

Abstract

This article argues that the focus of traditional foreign language teaching on the conscious study and application of grammar has resulted in the failure of students to acquire skills to any acceptable degree, and the alienation of students from the foreign language classrooms. It looks at performance in external examinations in Jamaica during the period 1975-1986, student attrition over that period, performance in Spanish at Grade 9, and reported teacher practices. Proposals are made for a modified approach to pedagogy based on the data presented