Principles of flt

The methodology of FLT is based on fundamental principles of didactics:

- the principle of conscious approach;

- communicative approach;

- differentiated and integrated instruction;

- activity;

- visuality;

- accessibility and durability;

- individualization;

- consecutiveness;

- systematicness;

• heuristics, etc.

The Principle of Conscious Approach

It is one of the leading principles because conscious learning plays an important role in language acquisition, enlarges intellectual capacities of learners, and helps to understand new concepts and express new ideas in the target language. This principle also implies comprehension of linguistic phenomena by the learner through the medium of vernacular and the arrangement in sentence patterns graded in difficulties with the emphasis on some essential points. The principle of conscious approach ensures purposeful perception and comprehension of the material, its creative absorption, and retrieval of information from the learner with a certain degree of automacy [cf. 58, p. 63].

In FLT it is sometimes reasonable to help learners assimilate language rules rather than wait until they deduce these rules through speech activity. The teacher's task is not to put this hard work on the learner's shoulders but to facilitate the process of rule learning and to practise it in real-life situations.

The conscious approach to FLT implies the use of the vernacular when it helps pupils to better understand certain grammar rules. The acquisition of a FL means the transition to thinking in a second language. For this it is necessary to acquire the ability of establishing direct associations between concepts and their means of expression in the target language. Visual aids and verbal context are of invariable help in establishing the link between what the learner says, sees, reads, and infers the meaning.

Initially, when the pupil learns a FL the words of this language are often associated with the words of the mother tongue. However, thanks to constant practice the intermediate link with the vernacular fades and FL words come into a pupil's consciousness directly in connection with the concepts they express.

Mastery of a foreign language means formulating one's thoughts in this language.

Thus, we may conclude that to master a FL pupils must have a lot of practice in four skills: listening, speaking, reading and writing. As to the mother tongue, we cannot eliminate it completely. We should use it sparingly as a means of teaching whenever it helps pupils acquire knowledge and reach the goal in the shortest way, i.e. developing necessary habits and skills.

Caution should be exercised in transferring pronunciation habits and grammar structures of one language on to another. In studying English Ukrainian-speaking pupils often make mistakes in word order, grammar tense-forms and prosodic organization of an utterance. The best way to overcome interference is some comparison of language phenomena showing similarities, distinctive features, areas of similarities and digression, as well as constant practice that helps overcome interference in developing pupils' habits and skills.