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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. Combination? Fl spoken word, semantic!zing in (he -or tongue, picture The third combination gave the host result.- and proved to tin the most effective one. It is clear that the mother tongue when used as a meaning conveyer before the imitation exercise commences does not have a detrimental effect on the pupil's subsequent imitation responses. On ttie contrary, it not only gives the pupil a greater denrpp of security than visual aids alone can supply (so improving his imitation performance) but also makes available a great amount of time, which ttie teacher can utilize to imporve the pupil's pronunciation even further (Dodson 1967: 15). The role of the printed word supported by a series of experiment was also examined by Dodson. It is important to point out at this stage that the printed word was not used in the traditional way On all accossions the children were made to rely on the spoken stimulus given by ttie teacher. For the first three or four stimuli the teacher ntnnd away frnm the board so that the children's heads were turned away from the printed word. After these initial stimuli and responses the children were allowed to glance the board ff they felt that this would tielp them (Dodson 1967: 17). With the relevant, series of experiments Dodson examined among others whether more sentences could be consolidated within a certain time when the written form is given, whether ttie written form could also help concept learning and whether the sentences taught using the printed word would be more securely consolidated. Every serins nf experiment showed the positive rnlp of the printed word Another series of Dodson

's experiment aimed at examining when ttie printed word should appear in fhe teaching process and Whether interferences could tie eliminated. These experiments showed that interferences could he avoided by observing ttie following steps: 1. The learner hears the spoken FL stimulus 3-4 times without looking at the printed word. 2. When the teacher or another oupil repeats the spoken Ft stimulus now, the learner looks pt ttie written form , 3 While the learner imitates the sentence himself, tie ignores ttie Witten form.