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
- U7 frequency Corder worked out the specific phases of c »textualizatlon. Corder regards language teaching as the cooperation of the three systems i. e. phonology, lexis and grammar under the primacy nf a situation i. e. the context and the context of situation should be graded according to the situational difficulties and the situations should be taken from real life. No wonder that Corder emphazized the importance of television in language teaching, fhe forms of contextualization are as follows: 1. Actual contex tua 1ization In Corder's view this is the ideal form of teaching when a real situation evokes speech. Actual contextualization may take place in the classroom, where it is typified by language used for ordinary classroom purposes; instructions, discipline, permissions. Or it may take place outside it, in which case it is simply the ordinary verbal behaviour of everyday life. Needless to say, actual contextualizatinn is fhe most doni robin type from a teaching point of view, since normal verbal behaviour is what we are trying to teach. It is, at the same time, the most difficult to produce, particularly where the language is not the language of ttie country in which we are teaching. Such contextualization occurs when the learner observes native speakers using their language for ordinary everyday purposes, or when the learner uses it himself for the same reason (Corder 1960: 50). 2. Simulated contextualization This is the second best form of teaching according to Corder where the dialogue, however, is simulated This is the presentation of language material in a situational context which has been simulated to a greater or less extent in the classroom. Examples of this are play-reading, listening to radio plays, watching TV plays or the cinema. Ihe name 'simulated' is used because the verbal behaviour of this type of context is not isceptihle of normal stimulus arid reiforcement „ it is not free and purposeful; it cannot be used to influence the context itself (Corder 1960 : 50). 3. Intraverhal contextualization Skinner's intraverbal behaviour can be practised lie re. Examples of such contextualization are passages read in a textbook, dialogues read by one or more learners stories told by the teacher
