A key prerequisite to the mastery of any skill or ability is automaticity. Automaticity is the ability to do something automatically without much thought. The avoidance of thinking is often viewed critically but in the context of developing mastery, there is a point where something needs to be done with a great deal of conscious intellectual effort.
This post will explain automaticity and provide principles to use when trying to develop automaticity in language learning students
Children and Adult Automaticity
In comparison to adults, children are excellent at automaticity. For example, children often learn languages fairly easy because the process the language without in-depth metalingusitic thought about it.
A child’s success with automaticity in relation to language is due to the fact that children do not become obsess with understanding all the various aspects of the grammar of a language. Instead of examining tiny bits of the language a child will focus on using the language in various context. In other words, adults focus on grammar and rules which are hard to understand and remember while children focus on using the language without caring about the details.
To provide another example, whereas an adult might see language like an accountant with a focus on minute details and careful attention. A child sees language like a ceo who often focuses on the big picture. The child wants to communicate and doesn’t care too much for how it’s done or the rules involved.
This is not to say that focus on details is bad it simply impedes quick communication. A child learns to speak but has a superficial understanding of the language. The adult is slow to speak but has a much richer understanding of the language. In other words, the child knows how to communicate but doesn’t know why they can say this or that while the adults often doesn’t know how to communicate but knows the why behind what they wish they could say.
Teaching for Automaticity
If the goal of a language teacher is for students to be able to develop automaticity they should consider the following ideas.
- There is a place for sharing language rules. However, the teaching of rules should be related to practical use so that the student is not weighed down by rules they cannot use immediately. Often, the teaching of rules is inductive in nature in most modern methods/approaches.
- Classroom and learning time should be devoted to the function or use of language. What this means is spend less time talking about the language and more time actually using the language.
- Developing automaticity takes a great deal of time. In other words, classroom activities that contribute to automaticty must be consistently in the lesson plan throughout the semester so that students can become comfortable using the language.
Becoming a natural at anything necessitates some form of automaticity. For the adult language learning, acquiring automaticity means reduce the desire to think critically and just accept how a language is used. With the help of a teacher it is possible to develop this ability.