Dialogues   A short conversation between two people presented as a language model – the dialogue – often receives top billing in the manipulative phase of language learning. As a result, students spend much time repeating dialogues for pronunciation and memorization practice, or for grammar drills on selected lines. But when we come to the […]

Social, linguistic, psychological and methodological factors in teaching pronunciation There exists another point of view on the issue of threshold level. Some phoneticians speak about two kinds of pronunciation: orthoepic (from Greek orthós – correct and “epos” speech) and approximated [11, c. 7]. Orphoepic pronunciation is a pronunciation that practically coincides with literary standard pronunciation […]

Difficulties in teaching pronunciation: 1. The first difficulty is concerned with ear. The need for training the ear to observe and analyze will be clearly perceived when it is realized that accurate imitation is impossible so long as accurate hearing is not achieved. Accurate hearing is the fundamental condition for accurate imitation. The only effective […]

Types of Lesson According to the general character of the teaching activity the lessons are divided into: 1.      manipulative drills 2.      quasi-communicative drills 3.      communicative lessons Language, if considered from a communicative point of view, is the transition of messages; it is the choice of a sequence of symbols from a reservoir of code. Indeed […]

Demands on the teacher A language teacher must be aware that this work is very demanding, both intellectually and physically. Vital qualities are: 1. energy; 2. a desire to teach; 3. willingness to prepare materials such as visual aids and hand-outs; 4. an ability to transfer his knowledge interestingly and imaginatively. Teaching Structure. 1. Get […]

Teaching Vocabulary   A shift toward communicative methodology that emphasises the use of language rather than the formal study of it has caused a reassessment of the role that vocabulary can play in second language learning. This shift has led to a view of language teaching as empowering students to communicate, and the way to […]

Monitor/Editor Model – Foreign Language Teaching Stephen Krashen formulated the monitor model hypothesis and assembled most of the theory and assembled most of the theory and research to support its basic tenets (principles). The monitor model is not an outline for classroom teaching, rather it’s a theoretical inner-directed model with 5 hypotheses formulated to explain […]

Total Physical Response – English Methodology James Asher is the author of total physical response. In this response to the problem of second language learning he analyzed the process of first language learning. The noticed that children pass through a silent period before they begin to speak. He found that about 50% of adults’ utterances […]

Community Language Learning (CLL) – Methodology of FLT The age of audio-lingualism with its emphasis of surface forms and the rote practice (A-Z and vice versa) of scientifically produced patterns began to wane (die out), when the Chomskyan revolution in linguistics turned linguists and language teachers toward the “deep structures” and when psychologists began to […]

Designer methods of the Spirited 70’s – English Methodology The decade of the 70’s in the previous century was historically significant on two counts: 1) perhaps more than another decades research of second language learning and teaching grew from offshoot of linguistics to a discipline in its own right. As more and more scholars specialized […]