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

Kovács, Éva: The History of Teaching Vocabulary

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ng are still used in foreign language teaching. 3. Now the pupil can see the written form, too. They read the text and translate it into the mother tongue. 4. The next step is a free conversation between the teacher and the pupils on the text while the books are open. 5. After this conversation the majority of the pupils are able to tell the story while the books are closed. 6. At ttie end of the lesson the teacher writes the written form of the new lexical items on ttie blackboard and ttie pupils copy them into their exercise-books. It seems, however, doubtful wtiettier all this can be done in a single lesson and whether all ttie pupils will be able to tell ttie story at the end of ttie lesson. Vietor's greatest merit is that by emphasizing the priority of listening comprehension and speaking over reading and writing he preceded Uie oral approach. Ttie English representative of ttie direct method was Henry Sweet. ! I. was Sweet who laid the linguistic foundation of the first scientific method in his the Practical Study of Languages which came out in 1099. The srein categories of tiis method are: 1. selection 2. limitation 3. arrangement 4. ttie grading of the material Sweet's systematic method served as a basis for Otto Jaspersen's and Harold Palmer's methodology. Sweet sees the main difficulty of language learning not in. the mastering of ttie phonetic and syntactic categories but in ttiat of ttie vocabulary. He distinguishes between certain ouier and inner difficulties. Ttie interliriquistic difficulties can be attributed to ttie interferences between trie mother tongue (Lj) and ttie target language (L

?) which are a hindrance to any thorough knowledge, because of ttie constant cross-associations that are sure to present themselves. (Sweet 1099: 54).