Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)

Budai, László: Some Basic Assumptions Underlying Foreign Language Teaching Strategies

- 91 — two-way translation of cox is of increasing difficulty (Foreign texts are seen as a sort of unfolding confirmation of the grammar and its rules.

); — the lack of oral work or teaching pronunciation (which is limited to a few introductory notes). The ultimate goals of teaching a foreign language are (I) to enable the learner to translate literary works, (2) translation into the foreign language through the conscious application of rules of grammar, and (3) knowledge about the language. The developments in allied disciplines laying the foundations of the Direct Meth

od are (1) descriptive phonetics and (2)' principles of psychology to the learning of languages: the association of ideas, visualization, and learning through the senses. The main features of the Direct Method are as follows: — the primacy of speech; work on the spoken language which starts with the study of sounds through the aid of phonetic notation; — reading through roughly graded material written in a contemporary style; the presentation of all reading matter orally; — the use of written work in the form of reproduction exercises; — the exclusion of the mother tongue as a vehicle of instruction; the abolition of translation exercises, and talk about the foreign language; stressing the importance of imitation, intuition, rote memory

, associations and analogy in the learning process; — teaching grammar points inductively by means of examples and analogy, adopting techniques based on what happens when we learn the mother tongue, teaching grammar through the study of tevts in the foreign language, through visual demonstration and by situation; — the use of many new items in the same lesson to encourage normal conversation; — presenting new items of vocabulary in the context of the reading passage; — the teaching of meaning by inference; the teaching of concrete things through objects, pictures and gestures, and abstract ones through definitons (i. e. through the association of ideas);