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
- ihe pi et res can be underlined by a light arrow <-•• Jielp semantisizing. A,. 'Look , 1 isten , speak 1 The text is repeated in a 4-phase drill on the tap?; accompanied by the pictures while the pupil repeats them too 5. 'Listen and repeat' The pictures are taken away' -od the pupil repp its the text in a A -phase drill. 6, 'Speak the text and act the text,' There is a free conversation between the teacher and the pupil on the text, without the support of pictures and tape and they act out the situation. Ho doubt this kind of presentation and practice must have some advantages, but T think that semanticizing can tie more effective if we use its other ways too besides the visual ones, such as objects, definitions and occasionally the mother tongue My other criticism would be agninst introducing new vocabulary parallel with new grammatical structures as the audio-visual does it. In spite of its advantages Guberina's method seems to be a bit too dogmatic, one sided and can be boring in the long run for language teaching in the primary school. VT THE BILINGUAL METHQP C. Llodson The billingüal fosthod supported by empiric experiment was exoounded by C. .1. Godson in his language Teaching and the Bilingual Method. The bilingual method is actually a further developed variant of the audiovisual method in so far as pictures play an important role in the phase of presentation and reinforcement here too. One of the emeriti?I questions Oodson examined carrying out empiric experiments with comparative groups was the following: Which is the safest way to clear, unambiguous and lasting semanticizing? To answer
