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In foreign language teaching, the generative principle reflects the human capacity to generate an infinite number of phrases and sentences from a finite grammatical or linguistic competence. This capacity was captured in Wilhelm von Humboldt's famous phrase that language makes "infinite use of finite means". It is the theoretical basis for pattern drills and substitution tables - an essential component of the audio-lingual method - and may be considered as the necessary counterpart to the communicative principle, i.e. teaching communication through communicating (communicative language teaching; communicative competence). ==Background== 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. Ruth Weir observed the following monologue in a 2½ year old subject:〔 〕 : What colour : What colour blanket : What colour mop : What colour glass Autistic children find it particularly 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.〔 〕 Butzkamm & Caldwell〔 suggest bilingual semi-communicative drills as a possible solution. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Generative principle」の詳細全文を読む スポンサード リンク
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