Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)

Budai, László: Some Basic Assumptions Underlying Foreign Language Teaching Strategies

- 104 imperceptibly, naturally, and usefully. 3. The visual aids in the textbook are connected with the subject-matter and globalized. In this way, audio-visualization is carried out at a semantic and double-plane level, with great liberty for creative ioitiative, avoiding conditioning within the narrow framework of a small number of visualized elements. 4. The music and the words of the songs are consistent with suggestive requirements for the emotional 'introduction' of important semantic, phonetic and grammatical units. 5. Students are given translations of every lesson in the textbook in order to grasp the starting vocabulary better and in order to satisfy the needs of the students' cognitive process in the initial two phases of the suggestopedic process of learning: deciphering and active concert session. On the secood day, the translations are taken away from the students. This is in line with the requirements for learning the foreign language and for rapid transitioo to thinking in the foreign language. 6. The textbook can serve as a model methodical handbook for compiling other similar ones for the suggestopedic system of teaching and learning foreign languages. 7. The text-book is for working with a teacher, who has been trained in the suggestopedic system. During the second half of the course, students are already trained to study independently as well. (Detailed instructions for the way teachers and students should work with the textbook are to be found in the methodical handbook for the whole suggestopedic teaching-education-remedial system, e. g. Lozanov-Gateva 1981). The textbook, the didactic story, is divided into eight parts: 1. Making an Acquaintance aboard the Plane, 2. Waking up, 3. The Eternal City, 4. The Seasons, 3. The Months, 6. At the Concert, 7. Friendship,