The Principle of Accessibility

In FLT this principle is realized in conformity with teaching strategies to the pupils' capacities so that they don't experience insurmountable difficulties. The teaching materials should meet requirements of linguistic and psychological factors:

1. correspond to the age and mental abilities of the learners; be neither difficult nor easy;

2. be properly graded;

3. be heuristic in form and structure;

4. be presented in such a way that the pupils have to solve one problem at a time.

The teaching materials, their organization secure accessibility in FLT, and techniques used at the lesson and outside school hours. Accessibility presupposes adequate rate of presentation, qualitative assimilation, rate of advancement in forming speech habits and skills.

It is a mistake to suppose that a more limited knowledge of a subject can be imparted more easily and within a shorter period of time than a more extensive one. This is largely due to the fact that semantically related words can be easily assimilated through various associations and fewer associations often imply scarce means of memorization. More facts may sometimes be more easily taught, learnt and memorized in verbal context that are of gnostic value and ensure interest and motivation.

The afore-mentioned makes it possible to suggest the following recommendations:

1. In realizing teaching/learning process, care should be taken whether the pupils assimilate the material and form the necessary habits and skills. The difficulties should not exceed the learners' capacities. It is cruel to expect the learners to go beyond their capacities.

2. Assignments should provide for the abilities of separate groups (bright, average, dull) to ensure a high level of development for each group of learners.

3. The amount and character of homework should be graded in difficulty.

The Principle of Durability

This principle assumes particular importance in FLT because it is largely concerned with a constant growth of language and speech units, words, word-combinations, idioms, clichйs which are to be stored and retained in the pupils' memory so that the learners could use them in listening comprehension, speaking, reading, and writing. Durable and lasting instruction especially in learning a FL can be ensured by:

1. the content of the material to be studied; realization of its importance and necessity for communication and reading;

2. the presentation of new material should be vivid, bright and live; this results in live images, appropriate associations (perception has an emotional impact on the learners); they have to resort to abstract thinking (analysis, synthesis, comparison, inferences, etc.);

3. a great deal of repetitive work supplemented by assimilation, revision and follow-up practices where visual, aural, kinaesthetic and motor analyzers are at work;

4. this material should be used individually and creatively to solve communicative tasks in speaking, reading and writing;

5. a systematic control of the material to be assimilated helps retain it in the pupils' memory;

6. the revision of the material will be more effective if it is presented repeatedly in a new verbal context, new visual aids are used and the types of exercises are varied.

The afore-mentioned makes it possible to make the following recommendations:

1. while imparting new material show the learners its significance for communication;

2. try to establish different relationships tapering the learners' thoughts and feelings;

3. use the new material in various verbal contexts so that the pupils could use it;

4. employ various types of testing and evaluation to ensure a feed-back;

5. the language material should be regularly reviewed to ensure better results;

6. durability leads to confidence building and makes the learners feel comfortable and at ease.