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
149 situations (Bod son 1967: 110). This form of exercise suggested by Dot (son was introduced by Palmer arid Lado. The fourth phase of practice is called independent Speaking nf Sentences. The pictures serve as stimuli here and the pupils say the original or modified sentences of the story which come to their mind. It is beyond doubt that the pupils will be able to produce a great number of sentences after having practised it thoroughly but while correct and creative linguistic habits are formed the contest may oecome lost . The next step to follow here is that the pupils act out the situation. From a strictly psychological point of view, 'acting the situation' is essential if the sentences which the pupil lias learnt to speak are to be properly consolidated and imprinted. It is certainly true that those who merely listen, perceive; that those who listen and speak, learn; but those who listen, speak and do, know (Dodson 1967: 115). flte next phase is called Consolidation of Question Patterns. Here the pupils learn the potential question patterns for a given context in the form of a question box. At the very beginning this question box servos as a visual support on the blackboard and by the end of the fifth phase the pupils will liave learnt to form them without looking at the written form on the blackboard. The phase of Questions and Answers is the six one wiiere it it the pupils' turn to ask questions. The last phase is called Normal Foreign Language Conversation. While the conversation in the sixth phase was more or h-:. . context hound, imrr the pupils should be able to carry a free conveisation possibly in new situations. If we consider the realities of language teaching, this requirement seems a little over-optimistic. VII. rut CONSCIOUS-PRACTICAL MEIMÜÜ The conscious-practical method is linked wiin the r ame oí üeI jaev who expounded the main characteristics of his method m his The Psyclwlogy o£ teaching Foreign Languages published in 1963, Oeljaev determines three
