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

from of a word 3. It should aim at both accuracy and fluency 4. It should increase the effectiveness of teaching in the classroom 5. It should enable the teacher to control the pupil's oral responses, i. e. it. should develop a very slow progression of speaking from imitating-speech through semi-creative speaking to creative speaking 6. It should make use of the positive transfer of the mother toTigue 7. The use of the language laboratory and the audio-visual aids should be natural in the phase of presentation 8. The new method should guarantee that more language contacts in the foreign language will be practised by the individual pupil than before Presentation and practice have the following steps in Uodson's me thod

: First a short story in pictures is presented consisting of everyday, simple situations. The pictures serve as a support of ihe context. Then comes the first step of elaboration which he calls the phase ot imitation. Here the teacher tells the story pointing to the corresponding pictures while the pupils look and listen. Ihon the teacher gives the meaning of the semtences in the mother tongue. As semanticizing takes a relatively short time in this way, there will he more lime for the pupils to repeat the sentences fiist in chorus, then individually

. ihe pupils are allowed to look at the text in the bouk or on the blackboard except when they themselves imitate the sentences. The phase of imitation should be relatively short, it should not take more than ten minutes. Than second phase is called the phase of interpretation. Here the form learnt in the first phase should be associated wiih the context. The teacher points to the pictures and gives the meaning again in the mother tongue. Then i*? repeats the process with the sentences in the foreign language while a pupil points to the corresponding pictures, finally individual pupils say the sentences in the foreign language and another pupil points to the corresponding pictures. Dodson regards interpretation