The Methodology of Foreign Language Teaching (FLT)   The term “методика” has several correspondences in English: methodology, methods and methodics. The latter is recognized by a few scholars [116,p.126]. In our course of lectures the word methodology will be used for “методика” and “методологiя” of teaching English as a foreign language [TEFL]. There are several […]

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 […]

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 […]

Remembering One of the most important processes in language acquisition is the remembering of what has been learned. Psychologically, memory is not a reservoir of past events. It is rather an adjustment between past impressions and present demands. It is not a faculty but a process, or rather a group of mutually related processes. From […]

Direction for Instruction   Curriculum Overview The word curriculum has been used in a variety of ways. It has been used to mean: 1. A school’s written courses of study and other instruction materials. 2. The subject matter taught to the students. 3. The courses offered in a school. 4. The planned experiences of the […]

Lesson   Teacher training is seen as a student-centered activity not simply as the delivery of prescribed formulae. The learners are encouraged to develop the awareness of the teaching/learning process in class and outside school hours, on a group basis and individually. True group work is designed to make the members of the group interact […]

Interactive Theories   An interactive theoretical model of the reading process depicts reading as a combination of two types of processing – top-down (reader based) and bottom-up (text based) – in continuous interaction. In top-down processing, the act of reading begins with the reader generating hypotheses or predictions about the material, using visual cues (cf. […]