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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.) In the teaching process the teacher can give writ ten exercises to the pupils who respond to these written stimuli verbally. 4. Intraverbal Behaviour Here the verbal stimuli are outside the speaker and they evoke a verbal operant in him but is not equivalent tu the verbal stimulus. Some verbal responses show no point-to-point correspondence with the verbal stimuli which evoke them. Such is the case when the response 'four' is made to the verbal stimulus 'two end two', or "Paris' to 'the capital of France

5. Skinner calls the behaviour controlled by such stimuli intraverbal (Skinner 1957: 71). Here the verbal operant or response does not correspond with the linguistic form of the stimulus as echoic behaviour did. These responses, however, are not creative ones, the speaker took them over from his environment. Small talk can be regarded as a lower form of intraverbal behaviour, too. Ihe more complicated forms of intraverbal behaviour include free word associations, clauses as responses to questions and etc. Thus intraverbal behaviour is not creative or original at all, it tends to stereotypes, cliches. This verbal behaviour can be realized in questions and answers and in role-playing of short situations in the classroom, which are used quite often and have been used for the longest time. 5. 'Tacts

5 This shortening comes írom the word 'contact', its characteristic feature is that the controlling stimulus preceding the verbal operant is outside the speaker arid is generally non-verbal. Skinner distinguishes between two types of the controlling stimuli which are usually non-verbal

. One of these has already been mentioned: an audience characteristically controls a large group oi responses. Hie other is nothing less than the whole of the physical environment - the world of things and events which a speaker is said to "talk about'. (Skinner 1957: 81). in the classroom it is relatively difficult to create a situation which evokes this form of verbal behaviour, ihe teachei can give the pupils a non-verbal stimulus, e. g. pictures, slides, etc. which make them respond. 6. Autoclitic Behaviour The term 'autoclitic' is intended to suggest behaviour which is based upon or depends upon other verbal behaviour (Skinner 1957; 3i5). In other