In chapter 4 we looked at various theories of learning and presented a model of learning. In this chapter we shall present three model lessons to illustrate the practical implications of these ideas for the classroom. First, however, let us extend the theoretical models we have considered and outline some basic principles of language learning, which will underpin a learning-centred methodology.

1. 1 Second language learning is a developmental process. Learners use their existing knowledge to make the new information comprehensible. Only in this way can learning take place. ‘Comprehension precedes learning’ (Strevens, 1985). The learner's existing state of knowledge is, therefore, a vital element in the success or failure of learning, and the good teacher will consequently try to establish and exploit what the learners already know.

2. 2 Language learning is an active process. It is not enough for learners just to have the necessary knowledge to make things meaningful, they must also use that knowledge. However, it is important to be clear what we mean by the term ‘active’. We must make a distinction between two types of activity:

1. a) psycho-motor activity, that is, the observable movement of speech organs or limbs in accordance with signals from the brain;

2. b) language processing activity, that is, the organisation of information into a meaningful network of knowledge. This kind of activity is internal and not observable.

It is the language processing activity which is the important factor. If language is not connected into the network, the psycho-motor activity will have little if any benefit.