I think it’s our mission to actively undermine test culture. Instead of evaluating people on tests, we should evaluate them on real work (e.g. instead of TOEFL scores, look at their English-language weblog or something). And instead of giving language learners a set course to follow, we should help them find compelling input, and *then* help them make sense of it. That is, instead of teaching a grammatical pattern, and then citing an example from Harry Potter, we help them read Harry Potter, and then elucidate the grammatical pattern when it comes up ~and~ they’re ready to question it.
The counter-intuitive point is that you have to encourage students to forgo perfection and accept partial understanding (as Kató Lomb puts it, “It’s much more of a problem if the book becomes flavourless in our hands due to the many interruptions than not learning if the inspector watches the murderer from behind a blackthorn or a hawthorn”). In this, too, the problem is to fight test culture: you’re not being graded, relax and enjoy it.
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