Generative principle

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Generative principle In foreign language teaching, the generative principle reflects the human capacity to generate an infinite number of phrases and sentences from a finite grammatical competence. It is the theoretical basis for pattern drills and substitution tables and may be considered as the necessary counterpart to the communicative principle, i.e. teaching communication through communicating. Children, in their process of first-language acquisition, notably in pre-sleep monologues, have been observed to use new phrases as models for more phrases, varying words or word groups during phases of essentially non-communicative verbal play in ways reminiscent of pattern drills: Anthony, two and a half years old: What colour What colour blanket What colour mop What colour glass (Weir 1962) Autistic children find it particular difficult to develop this flexibility that normal children naturally have. In second language acquisition children may begin with prefabricated patterns or chunks. As the learners begin to understand their internal structure, words are freed to recombine with other words, chunks are broken down, and in a process of substitution and variation, become models for analogous constructions. In foreign language teaching, sentence manipulations in the form of pattern drills can be mechanical and monotonous, which has raised the question as to whether practice on sentence variations can really further communicative competence. Semi-communicative drills as suggested by Butzkamm & Caldwell may be a solution.

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