Microsoft Word metod t10. doc

wrong
right 
What’s this? 
What’s this? This is a book. 
This is a book. 
Where is the book? 
Where is the book? 
It’s on the table. 
The book is on the table. 
(or on the table.) 
 
Know what they speak but how they speak, or rather how they converse. 
In a behavioral method of teaching it is necessary to combine a correct and 
systematic build-up of linguistic elements (structures and carefully selected 
vocabulary) and a vital and behavioral use of the language. M. West says: 
“Ideally one needs television or a film so that the pupil may not merely hear 
how the English language is behaved but see it behaved as well. The 
behavioristic stimulus-response and reinforcement theory in psychology 
adopted by foreign language teaching has resulted in repetitive drill of 

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certain patterns of language or in pattern practice; for the purpose language 
laboratories, programmed instruction, and other innovations have been 
offered. However this has not brought the result which were promised and 
expected. The behavioral method has begun to be strongly criticized by 
psychologists and by the teachers and students themselves. As a 
consequence of this criticism the cognitive code-learning theory has been 
proposed. It is considered a more modern and sophisticated version of the 
grammar-translation method. 
The Cognitive Approach is a reaction to the behaviorist features of the 
Audio-lingual Approach as well. 
DISTINGUISHING FEATURES:
1.
There is emphasis on communication, or communicative competence (i.e. being 
able to use the language). 
2.
Language acquisition is seen as rule (not habit) formation: deductive explanation 
of grammar is preferred. 
3.
Pronunciation is de-emphasized, since it is considered futile for most students to 
try to sound like native speakers. 
4.
Group work and individualized instruction are encouraged. 
5.
There is renewed interest in vocabulary, especially the expansion of passive 
vocabulary for reading purpose. 
6.
The teacher is viewed as a facilitator rather than a figure of absolute authority. 
7.
The important of comprehension especially listening comprehension - is 
emphasized. 
8.
Errors are seen as an inevitable by product of language learning; systematic study, 
interpretation, and where possible remediation is of concern. 
9.
The written language skills (reading and writing) and the spoken language skills 
(listening and speaking) are viewing as being of equal importance, rather than the 
former secondary the latter primacy. 
10.
Repletion in and of itself discourage; silence is recognized as useful and often 
necessary. 
11.
There is contextualization of all teaching points through the use of audio-visual 
aids, stories, or other opposite means. 
12.
The use of the mother tongue and translation are permitted. 
13.
There is increased interest in the affective domain: the attitude of the teacher and 
student are seen as important, human sensitively crucial, and the quality of 
interaction is significant variable. 
14.
Bilingual-bicultural proficiency is seen as an ideal goal.