With the support of researchers on the topic, such as Edgar Morin (2003), David Mallows (2002) and Diane Larsen-Freeman (1996), I argue that the ationality underlying the approaches to teaching foreign languages should undergo an analysis in order to bring about discussion regarding the way language teachers behave in foreign language classroom. Such analysis should comprise the question: should teachers attempt to use a nonlinear approach when planning lessons, avoiding the conventional sequence from the easiest linguistic features to the most complex ones.
This paper has been organized and divided into four parts. By reviewing the literature in the field, the first one deals with the presentation of the nonlinear approach applied to language teaching. In the second section I present methodology utilized to build and work on the corpus. Then I discuss some of the content regarding the issue found and detected from the responses to the questionnaire; I finally take the opportunity in the fourth section to put forward desirable changes in programs of second language teacher education. 2.
Nonlinearity theory applied to language teaching Through the whole of the chapter A Reforma de Pensamento (La R©forme da la Pens©e), published in the book A Cabep Bem-Feita (La T©te Bien Faite, 2003), Morin proposes alternative means to build knowledge in the general field of Education. The philosopher criticizes the conventional techniques employed for dealing with teaching and learning in our social order. Likewise, he also reports what have been the theories and cultural events that shaped western societys frame of mind, leading it to Judge that linear paths were the most proper methods of succeeding in Education.
In this situation, Morin indicates the Discourse on the Method (Discours de la Method pour Bien Conduire sa Raison, et Chercher la Verit© dans les Sciences), written by Ren© Descartes and published in France in 1637, as one pursuit to reach a ogical and linear means of work in sciences, which would entail learning each detailed part of an object before learning about its whole; besides that, to partition and isolate every part of this object, ascertaining the comprehension of the easiest parts and then attaining the most complex ones.
Morin includes the second and third principles of the Discourse on Method so as to comment on them afterwards. Edgar Morin draws on the critique that Blaise Pascal, French philosopher, physicist and mathematician, made about the postulates put forward in the Discorse on Method. Morin is of the same mind as Pascal when the latter states that the nowledge of the parts depend on the knowledge of the entirety; and the other way around: in the same manner, the knowledge of the whole depends on the knowledge of the parts.