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
- HI spoken anri written form and thus interferences can he avoided, Ihe quickest way to learn reading and writing is through the spoken language. Language is therefore taught primarily as spoken language, and later on as spoken and written language: written language uses the elements of spoken language. At an advanced stage, the spoken language is fixed and enriched through composition writing and reading of varied texts (Guberina 1964? 2) We can agree with Ruberina when he states that the oral skills should precede the visual ones but if the lime lag is too long between teaching the spoken and the written form of the language, it can involve the danger of tine pupils forming their own variation of the written form under the influence of the mother tongue as some children may also need visual support. Besides emphasizing the primacv of the oral approach Guberina goes as far as stating that there is no such thing as written language. There exists only language, which can be spoken or written. Literature is an artistic form of the sooken language (Guberina 1964: 3). This statement cannot be accepted. One only has to consider the vocabulary and style of literary English to realize that written language is something that very much exists. Another of Ouerina's claims is that written work, before the acoustic ensemble of language has been mastered, and translation before the meaning has been learned from picture and sound, necessarily destroy the essence of lanauane (Ruber ina 1964: 3). This may he true in some ways. When teaching beginner-i the written form should always lie preceded by the spoken one but if this order is followed later on too, at an advanced level, the impulse to read, in the sense of reading for information will be destroyed .in the pupil*- which is great fun especially if it is accompanied by a comrehension test, Guberina calls his method audio-visual,, global and structural. Me considers that the terms 'global' and 'structural' can define the theory of teaching foreign languages , which is based on a permanent connection between a situation-context-picture and a group of words and meaning, 'globally' organised and functioning in a 'structural' manner. As the method uses audio-visual devices, it is described as 'Audiovi sua 5 < global and structural' (Guberina 1964: 3)
