Microsoft Word metod t10. doc

 
 
Literature 
1) 
Методика
обучения
иностранным
языкам
в
средней
школе
/ 
Сост
. 
Гез
А
.
И
, 
Ляховицкий
М
.
В
, 
Миролюбов
А
.
А
,
Фоломкина
С
.
К
,
Шатилов
С
.
Ф
Москва
высшая
школа
1982. 
2) 
Теоретические
основы
обучения
иностранным
языкам
в
средней
школе
/
Под
редакцией
Клименко
А
.
Д
,
Миролюбова
А
.
А
Москва
педагогика
1981 

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Lecture 5
Theme: Methods of Foreign Language Teaching 
Problems: 
1. General Remarks. 
2. The Grammar-Translation Method. 
3. The Direct Method. 
4. Henry Palmer's Method. 
5. M. West's Method. 
6. Summary. 
7. Literature 
Methods of Foreign Language Teaching
A person who starts studying Methods will be puzzled by the variety of "methods" 
he may come across in books and journals and, of course, there are good grounds 
for this. 

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At different periods, depending on the aims of teaching and learning a foreign 
language, new methods sprang up. Moreover, the methods themselves have been 
modified by teachers and textbook writers, while still remaining recognizably the 
same basic method by another so that same amalgamated versions have 
resulted. In each case the method received a certain name denoted logical 
categories, for example: the synthetic method (synthesis), the analytic method 
(analysis), the deductive method (deduction), the inductive method (induction) 
sometime the method was names after the aspect of the language upon which 
attention was focused as in the cases of the grammar method, the lexical 
method, the phonetic method. A third set of methods received their names from 
the skill which was the main object of teaching. Among these is the translation 
method, the oral method. Sometimes the method got its name from the psychology 
of language learning: in this category, the following names occur; the intuitive 
method, the conscious method, the direct method. 
Finally, the method was sometimes named after its inventor. Thus we find: the 
Amos Comenius method, the Jacotot method, the Berlitz method, the Palmer 
(West, Fries) method. 
In some cases the methods bear coupled names: they represent two sides of 
teaching , for example, the leading aspect of the language and the skill the pupils 
acquire (the grammar-translation method), or the name of the author and the 
language activity which is the main aim in teaching-"