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For example, we might note that a public sex movies teaching method which included practice in translation produced learners who were better at translation than a method which did not. (This is not by any means an obvious result, incidentally.) But the result of such an experiment in teaching would tell us that practice’, something which could be rigorously defined and described as a teaching procedure, is relevant to teaching translation. It would not tell us, however, what is meant by ‘practice’ as a learning process. Similarly, we might find that drills involving imitation ‘ promoted learning. Imitation can be rigorously described as a teaching procedure.
But this does not tell us what this sort of behaviour is in the learning process. Is it just a question of repeating the physical movements which produce the same set of sounds – a sort of parrot-ting’, or is it some much more complex process going on inside the learner’?
Ultimately, of course, we need to correlate teaching procedures with learning processes; we need to be able to say what procedures are a necessary condition for certain learning processes to take place. There has been no lack of people who predicted that there would be nothing to learn from a study of bondage sex language acquisition which could be of relevance to language learning. They pointed out that there were so many differences in the conditions under which learning and acquisition-took place that there could be no transfer from one to the other. Language acquisition takes place during the period when the infant is maturing physically and mentally, and necessarily there must be some connection or interaction between the two processes.