Isn recall memorization?
Hmmm…, maybe: there is a difference between it and recognition. This much is obvious to anyone who does crossword puzzles. Memory is involved in recognition, but this type of memory is not accessible by structuring it. This was the problem I had with the A-LM program: the language I learned was very slow to rally around my intentions, although I remain to this day a very good reader and pronouncer (after some twenty years) of the languages I studied using the A-LM. I do like the A-LM concept of overlearning (as opposed to rote memorization): and although I hardly recommend A-L orthodoxy, it seems to point in the right direction as to what must happen in the FL classroom in order to produce L2 competency. Overlearning could be just what Richard Boswell means when he says that listening is so very important in the early stages of SLA. I think the current professional climate, which favors the use of authentic materials and situations to aid L2 acquisition and eschews the scholasticisat
