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THE use of dichotomous keys in language teaching is a technique that should be employed with some care. I employ it sparingly, outside class, and only with certain students. When used properly, however, the technique is extremely valuable, and, as an initial remedial tool, it has spurred some students, possibly on the verge of quitting language, to pursue further in-depth study. I describe the technique first and then explain its limitations and uses.
Scientists use dichotomous keys in complex situations where close observation is necessary to the identification of an item. The keys help observers focus on essential differences between things. Decisions must be made in a prescribed order, and unless a decision is made, the observer cannot move on to the next level of the key.
For certain students I use dichotomous keys in combination with written translations and later in progressively more oral exercises. The student must use the key until the decisions become internalized. As applied to the problem of ending tense and designations at the beginning level, a “key” might be constructed to include the following items pertaining to present, imperfect, and preterite.
1. Verb in present in English (am, is, are, do, etc.)
2. Regular
3. -ar ending verb ..... -o,-as,-a, -amos,-an
3. -er/ir ending verb ... -o,-es,-e,-emos/-imos, -en
2. Irregular
3. Irregular “yo” ...... (e.g., tengo, hago)
3. Stem-changing (except nosotros form)
4. e to ie or i ..... (e.g., p ie nso/sirvo)
4. o to ue ......... (e.g., p ue do)
1. Verb in past in English (-ed, was, were, did, etc.)
2. Reports facts (at points of time in past)
3. Regular
4. -ar ending
verbs .......... -e, -aste, -o, -amos, -aron
4. -er/ir ending
verbs .......... -i, -iste, -io, -imos, -ieron
3. Irregular
4. Pure irregulars
5. u-stem ..... (e.g., estuve, puse)
5. i-stem ...... (e.g., dije, vine)
4. Stem-changing
5. 3rd person.. ( e to i / o to u )
5. Other personas .......... no change
2. Describes (sets stage for more specific action or mental state, tells time, etc.)
3. Irregular (3 only; ser, ir, ver) ............ (era, iba, veia)
3. Regular
4. -at ending verb ..... -aba,-abas,-aba, -abamos, -aban
4. -er/ir ending
verb ........... -ia, -ias, -ia, -iamos, -ian
In this key the student must decide among the items numbered 1 (i.e., choice 1). Is the verb in the present or the past? This seems a simple thing, but certain students continually overlook this initial and most important decision. If the verb is in the present, then (choice 2) is it regular or irregular? If it is regular, is it (choice 3) -ar or -er/ir ending? Suppose that the verb is irregular (alternative choice 2). Is it (choice 3) an irregular “yo” form or is it stem-changing? If it is an irregular “yo” form, the modification must be used as indicated (students will have these verbs memorized but must think to use them initially). If it is a stem-changing verb, is it (choice 4) e to ie or i or is it o to ue ? In this way the key forces decisions.
Obviously the technique has serious limitations. For one thing, it goes against my instinct as a teacher of oral communication. The technique is not initially oral, and it should be used when basic oral techniques have proved ineffective. Certain students are unable to internalize such habits quickly enough to maintain the class pace. Part of the problem may be lack of observation or concentration. Often these students ask me for a grammatical analysis. They want the rules, the shortcuts, a method for remembering all those details. I usually prescribe further oral drilling, but for problem cases I use the dichotomous key approach. This method substitutes, for a time, until the language process in question can be fully internalized. Often the frustration of a student can be lessened and motivation improved. The student learns to observe, to make proper decisions in sequence, and the consequent sense of order rising from chaos tides the student over until internalization occurs.
Dichotomous keys can be developed at any point in the teaching process, and they can be expanded as desired; but they should probably be used only in a limited way, outside the class, with students who do not respond well to standard oral techniques. For those students the dichotomous key technique can be a helpful remedial step.
Pronoun Placement Key
1. Object Pronouns
2. Single verb construction (pronoun goes before the verb)
3. Indirect object pronoun (tells to or for whom an action takes place, goes first; with double “l”—two pronouns with “l”—changes to “se”) ................. me, te, le, nos, les
3. Direct object pronoun (receives the direct action of the verb, goes second, after the indirect object pronoun) ............ me, te, le, la, lo nos, les, las, los
2. Double verb construction (pronouns go before both verbs or after and attached to the infinitive—the infinitive ending is accented if more than one pronoun is attached. Check 3 above for placement order.
1. Reflexive Pronouns
2. Single verb construction (pronouns go before the verb) .................... me, te, se, nos, se
2. Double verb construction (pronouns go before or after both verbs, and conjugate to agree with the person of the first verb) .......... (same)
Commands: usted(es), tu (vosotros)
1. Formal
2. Positive (pronouns are attached; accent to maintain stress)
3. Regular
4. Singular ....... remove o from the “yo” form of the verb and add the opposite ending a or e
4. Plural ......... remove o from the “yo” form of the verb and add the opposite ending an or en
2. Negative (pronouns go in front) ........... make formal commands negative by placing no before the verb.
1. Informal (familiar)
2. Positive (pronouns are attached; accent to maintain stress)
3. Regular
4. Singular ...... use third person singular indicative
4. Plural ........ replace the final r of the infinitive with d
3. Irregular
4. Singular ...... (di, se, haz, ve, ten, ven, pon, sal)
4. Plural ......... no irregulars, except drop d when the reflexive pronoun os is added.
2. Negative (pronouns go in front)
3. Regular
4. Singular ....... use the subjunctive “tu” form
4. Plural ......... use the subjunctive “vosotros” form
3. Irregular
4. Singular ....... no irregulars—use no before “tu” form
4. Plural ......... reflects e to i stem changes (e.g., digais, durmais)
The author is a member of the Division of Humanities at the University of Minnesota, Morris.
© 1983 by the Association of Departments of Foreign Languages. All Rights Reserved.
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