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This is not to say that there has been no valuable research on public disgrace teaching. But this has been concerned with the evaluation of different teaching methods and materials, for example, the use of language laboratories, the use of language drills, the teaching of grammar by different methods.
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Now, such research is difficult to evaluate for two reasons. First of all, experiments in language teaching suffer from the same set of problems that all comparative educational experiments suffer from. It is virtually impossible to control all the factors -involved even if we know how to identify them in the first place, particularly such factors as motivation, previous knowledge, aptitude, learning outside the classroom, teacher performance. Consequently the conclusions to be drawn from such experiments cannot, with confidence, be generalized to other teaching situations.
The results are, strictly speaking, only valid for the learners, teachers and schools in which the experiment took place. Secondly, it is not possible to draw any general conclusions about the psychology of language learning from operational’ research into language teaching. The discovery that learners do or do not learn, or learn better or worse, under certain conditions, does not tell us directly about the process of learning public anal sex. It is true it may give us hunches’ which could be followed up by experiments in learning.
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But traditional public anal sex grammars did not so clearly recognize that, in spite of the physical similarity of the following two sentences, the native speaker does not feel that they are as simply related as are passive and active sentences.
To check this we need only note that It is easy to please James is an acceptable paraphrase of the first, while It is eager to please James is not a paraphrase of the second. Although the elements of which both anal in public sentences are composed belong to the same ‘parts of speech’ in the same order, the relations between these elements are evidently not the same. In the first sentence we understand that it is James who is being pleased, whereas in the second it is James who is doing the pleasing. The consequence of requiring that a grammar should accord with a native speaker’s intuitions is that we must accept a different goal for linguistic theory.
Whereas, before, we were content if a description of a big tits language accounted in an adequate fashion both explicitly and projectively for any data from that language we cared to submit for scrutiny, that is, we were concerned with describing ‘language’, now it looks as if we are describing what native speakers conceive to be the nature of their language. The emphasis has shifted from the nature of language data to the nature of the human capacity which makes it possible to produce the language data.