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

- 128 of special utility (such as names of plants, animals, parts of' hotly, tools) and to neglect unduly words of general utility, words which may occur in any context and which are common to any subject. 5. The principle of concreteness neans to teach more by examples than by pretext. The examples themselves may vary in concreteness, therefore we should select for our purpose those which demons träte in the clearest possible way the point we are teaching and which tend to form the closest semantic association. There are four ways and four ways only of furnishing a student with the meaning of given foreign units: by immediate association by translation by definition by context These four methods or modes of semanticizing a unit arc heir: given in order of what are generally their relative degrees of concreteness. There may, however, be some cases in which translation will bo more concrete than immediate association. 6. No work is likely to be successfully accomplished if the student is not interested in what he is doing. Habit forming work hns the reputation of being dull and tedious. The true remedy is to devise a number of varied and appropriate exercises in order to make the habit forming work itself interesting. At the end of his work Principles of Language Study Palmer summerizes again the essence of his eclectic approach which he also calls a multiple-line of approach. "The term 'multiple-line of approach' implies that we are to proceed simultaneously from many different starting points towards one and the same end; we use each and every method, process, exercise, drill, or device which may further us in our immediate purpose and bring us nearer to our ultimate goal: we adopt every good idea and leave the door open for all future developments; we reject nothing except useless and harmful forms of work. Ihe multiple line of approach embodies the eclectic principle, for it enjoins us to select judiciously and without prejudice all that is likely to help