
- •Preface
- •Introduction
- •The Methodology of Foreign Language Teaching (flt)
- •Methodology and Related Sciences
- •Methodology and Pedagogy
- •Methodology and Linguistics
- •Aims, Content and Principles of flt
- •Practical aim
- •Instructional Aim
- •Educational Aim
- •Formative Aim
- •The Content of flt
- •Principles of flt
- •The Principle of Conscious Approach
- •The Principle of Activity
- •The Principle of Differentiated and Integrated Instruction
- •The Principle of Visuality
- •The Principle of Accessibility
- •The Principle of Durability
- •The Principle of Individualization
- •Heuristics (Problem Solving)
- •Ian Comenius and his Method
- •Grammar-Translation Method
- •Harold Palmer's Method.
- •Direct Method
- •Audio-Lingual Method
- •Georgi Losanov's Method or Suggestive Method
- •Current Trends
- •Cognitive Code-Learning Theory (cc-lt) or the Trend toward Cognitive Activity
- •Eclectic Method
- •Communicative Method of flt
- •7. Heuristics.
- •Teaching Listening Comprehension
- •Teaching Speaking
- •Conversation Lesson
- •Teaching Reading
- •Interactive Theories
- •Improving Reading Comprehension
- •Teaching Writing
- •Teaching Translation
- •Teaching Vocabulary
- •Teaching Grammar
- •Teaching Pronunciation
- •Social, linguistic, psychological and methodological factors in teaching pronunciation
- •Motivation in tefl
- •Developing of Learner’s Interest
- •7. Heuristics.
- •Direction for Instruction
- •Remembering
- •Structure of a Lesson
- •I. Organising for Instruction
- •II. Revising Old Material
- •III. Presentation of New Material
- •IV. Practice
- •V. Reinforcement
- •VI. Closing Stage
- •Types of Lesson
- •Demands on the teacher
II. Revising Old Material
This stage is the basic one, as it involves the application of language items taught. The pupils do various exercises, depending on the type of the lesson and the level of teaching. Of course, the material to be revised depends both on the teaching point and the type of drills included in the plan. Some drills may require flash cards, filmstrips, recordings or videoclips.
The teacher may decide to revise some structural words in more than one of the principled ways, and follow up with the number of useful examples, so as to give the learners the idea that they are doing something of importance.
In this stage the pupils master such skills as comprehension, speaking and reading. The stage takes up to 10-15 minutes approximately.
Comprehension may be checked (1) by asking the learner to
point to something, (2) to do something, (3) to answer a question, (4) to explain the content, (5) to make a summary in his own language, etc.
III. Presentation of New Material
Getting the language material into the minds of the learners largely depends on the technique of presentation peculiar to the method; it also depends upon the teaching technique of individual teacher. We are here concerned with the analysis of the teaching text that is put into the heads of the learners with its recorded or pictorial equivalents. What does the learner see when he opens his textbook? How much of the language does it teach? How are the forms and meanings of the language conveyed? Does the quantity and quality of teaching vary from one part of the text to the other? These are some of the questions that must be answered in making the analysis of presentation.
Some methods do all the presentation; others do none at all. Some present the meaning of the language; others present only its form. For example, there are textbooks made up exclusively of pictures, i.e. in which ostensive principle prevails; others made up exclusively of words. The former may give only the context or meanings of the words spoken by the teacher; the latter only the written forms leaving for the teacher to supply their content. Teaching a language involves the presentation of both: (1) content and (2) expression or demonstration. The content is circumscribed by the school syllabus and includes Instructional Methodological Sets also known as Portfolio (textbooks, books and other source materials around which the instruction is organized; radio and television tapes, videoclips, newspapers and popular journal articles, etc. relating to the subject matter. The demonstration covers the techniques used to teach the language material. It includes the number, order and spacing in which different forms of language units – spoken or written – are presented to the learners. It is essential that the materials be selected on the criteria of interaction with meaning, form, and function.
The task of this stage is to acquaint the learners with these items orally. By conscious repetition the pupils especially lower-attaining, imitate and come to understand them before they use them, i.e. in order to speak or write a language, the learners must first be able to understand it. This stage lasts about 10 minutes. If new material is not presented the second stage is omitted and the third is expanded.