How to teach a foreign language — Text and Context

Questioning as a Core Method

Jespersen devotes considerable attention to the art of questioning. He describes a progression: initially, only the teacher asks questions, but soon pupils ask each other. The goal is to construct interrogative forms that mirror natural conversation. For example, from a given sentence, pupils produce subject-questions (Qui a cassé la marmite?), verb-questions (Qu'est-ce qu'a fait la mère de Gr.?), and object-questions (Qu'est-ce que la mère de Gr. a cassé?). Jespersen warns against mechanical alteration: the teacher must ensure that questions are those that would occur in real conversation. He also cautions against overly comprehensive questions that shrink the exercise to two or three per page, as this weakens the impression of the text.

From Questions to Renarration

The method extends beyond single-sentence answers. Jespersen describes how the teacher can gradually shift to renarration by formulating questions that require a multi-sentence account. This transition is meant to be imperceptible, building on the question exercise. The teacher must vary the approach: sometimes pouncing on a small point, sometimes asking about the gist of several sentences. Jespersen emphasizes that the teacher should not fall into a rut but should maintain liveliness and tact. The ultimate aim is to talk with pupils, not just to them, using language they can understand and respond to intelligently from the start.

Practical Adaptations and Teacher's Role

Jespersen offers concrete advice for adapting the method to different contexts. For instance, the teacher may use words from a reading selection to ask about pupils' personal affairs: after encountering roi and country names, the teacher might ask Comment s'appelle le roi d'Angleterre? or Qui est roi d'Espagne?. He also notes that in German schools, a regular system of exercises connects grammatical categories to question types. The teacher is advised to write sentences on the blackboard with parts underlined to help beginners. Jespersen insists that the teacher must exercise common sense and avoid questions that would not occur naturally. The excerpts show a strong preference for practical, adaptable techniques over rigid prescriptions.

Jespersen's work is best approached as a set of flexible principles rather than a fixed curriculum. Readers interested in historical language-teaching methods will find a detailed argument for conversational practice over grammar-translation. The excerpts reveal a teacher who values naturalness, variation, and the gradual building of pupil confidence. Those seeking to apply these ideas today may need to adapt the specific examples, but the underlying emphasis on meaningful interaction remains relevant.