The Fourfold Aim
In view of the close interrelation of the various phases of language, it is unwise to stress any one of them, unless a specific objective has been set up for attainment (for example, the aim of the
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A.S.T.P. for immediate practical use in speaking). Otherwise, and especially for classroom instruction, all of the aspects of language learning should receive equal attention. This is achieved best through the pursuit of the so-called fourfold aim, which endeavors to provide for the progressive development of the learner's power
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to understand the spoken language
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to express himself orally in it
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to read the foreign language, and
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to employ the language in written form within the range of his ability.
The above objectives are attainable on different levels, depending upon the pupil's ability and the time devoted to the subject. Within the short time generally allotted to foreign language study, the fourfold aim does not imply that the student will achieve even near-native fluency. It does, however, mean that the learner can be provided with an acceptable pronunciation, that he will be able to express himself with reference to everyday subjects of conversation in a fairly correct and intelligible manner, and that he will be able to read printed matter of average difficulty. Complete mastery of a foreign tongue requires years of practice, preferably in life situations in the foreign country.
Even if the course were lengthened, the most that can be expected of classroom teaching is the laying of a foundation on which the student can build further competence as the need arises. The Cultural Aspect. What has been said above has been concerned primarily with the linguistic aspect of language teaching. This is and must remain foremost in any foreign language course.
Closely linked with the language is the civilization of the nation whose tongue is being studied. In fact, the language serves merely as a vehicle for the study of the culture of the foreign people. The ultimate aim of our instruction should be to acquaint students with the literature, art, music, history, and scientific achievements of the other country. This seems like a vast body of knowledge. However, its highlights can be brought into the picture by constant reference to the foreign scene from the very first day. Even the simplest words have cultural significance, as, for example, fenêtre, for a French window is quite different from an American window.
Furthermore, because of the large numbers of our fellow citizens who are of foreign origin and who continue to speak their mothertongue, an awareness of the contributions of various racial stocks to the history and development of the United States must be included. This, we hope, will strengthen the ideal of tolerance and lead to a more sympathetic attitude toward our minorities.
