THE BIMODAL ASPECT OF PROFICIENCY-ORIENTED INSTRUCTION

Neurolinguists have recently demonstrated that language learning is a multifaceted process which activates simultaneously the modes of perce ption of the left and right cerebral hemispheres. Current brain resear ch therefore points to the need for ''bimodal'' foreign language instr uction - that is, eclectic pedagogical practices which stimulate in ta ndem the brain's two hemispheres. This paper evaluates the ''bimodalit y'' of the theoretical model accepted by advocates of proficiency-orie nted instruction and recommends that further research be conducted to ascertain the effects on student proficiency of a ''bimodal'' pedagogi cal approach.