3. Community Learning principle [57, 87]. Applying this principle develops in learners their whole-person engagement into the progress of learning of the whole fellow-learners community. Various ways of learners' interaction are used: pair work, work by three, work in small teams, two teams work, work of a whole circle with one student, work of a group with a teacher etc. Such collabo­ rative learning accompanied by constant change of partners helps the learner to better estimate his/her ability in foreign language speech interaction.

4. The principle of polyfunctional exercises [69, 216]. Each exercise is aimed at parallel simultaneous mastering of a language aspect (grammar, vo­ cabulary or pronunciation) and a language area (speaking, reading, writing or listening comprehension ). Carrying out these exercises learners solve their communicative tasks (express doubt, hesitation, ask for information etc.) and use corresponding vocabulary and grammatical structures. The system of polyfunctional exercises provides both language input and productive output of speaking skills [16]. Special attention is paid to multiple transitions from exercises aimed at forming speech habits to those aimed at developing speech skills.

5. The principle of concentration and distribution of teaching material.

The use of this principle is caused by the fact that the time of instruc­tion by Kitajgorodskaya method is limited, it is not more than 120 hours, with 30 hours of instruction a week. Large portions of language material are to be taught at each class, e.g.: the programme of a class-unit covers 3-3,5 thousand lexical units (the time of a unit is 5-6 hours of every day instruction), while the communicative block (nucleus) of each class unit includes 800-1200 lexical units, corresponding grammatical structures added [50, 32].

Psychologically this principle is supported by the phenomenon discovered by a Bulgarian physician Lozanov [22]. He proved that Man has some unconscious hidden capacities which when actualized facilitate memorizing large portions of language material. These hidden potentials of learners are actual­ized in teaching by means of students' being suggested and achieved by means of special techniques, which are distinctive features of the Kitajgorodskaya's Method of Activation of Individual and Group Potential.

Procedure of the Kitaigorodskaya's Method of Activation of Individual and Group Potential

Every microcycle (or class unit) includes three presentations of language ma­terial. Learners' activities at each of them are drastically different:

1. The first presentation of language material — The language material is given in the form of a polylogue (around 2,5 thousand of lexical units) which is presented as an interactive performance of a group of people specially created and performed by teachers. The presentation is oral, visual textual support is frag­ mentary. Learners listen to the presentation not less than 3 times (and sometimes even four times) and by means of their natural sensations and developing their intuitive sense try to cognize the meaningful contents of the situation presented by the teachers. Phonemic comprehension by ear is developed in learners.

2. The second presentation of language material — During this presentation learners carry out some analytical work. They read the polylogue aloud together with the teacher sentence by sentence trying to imitate the teacher. For them to be able to check whether their comprehension of the polylogue during its first pres­ entation was correct a parallel translation of it into the native language is given in written, e.g.:

You Can't Miss It

Marilyn: Christmas holidays are ap­proaching and with them your trip to the capital.

Clare: We're looking forward to visiting Ottawa on the Ottawa River.

Paul: The Ottawa River runs north­westerly between what were once the colonies of Upper and Lower Cana­da.

He пропустіть нагоди

Наближаються різдвяні кані­кули, а з ними — ваша поїздка до столиці.

Ми з нетерпінням чекаємо на­шої поїздки до міста Оттава на річці Оттава 149, 99].

Річка Оттава тече у північно-західному напрямку і розділяє колишні колонії Верхню та Нижню Канаду.

Group repetition of the text in chorus is conducted. After the text is un­derstood and can be produced aloud, learners study the vocabulary and gram­mar. Some rules and recommendations are given. No new material is given. Polyfunctional exercises are carried out, e.g.:

/. You are working with John on the same project. There are four forms of each verb below. Choose and copy out those with the help of which you would be able to tellJohn what has been done by you by now.

To eat ate eaten eating

To read read read reading

To give gave given giving

To choose chose chosen choosing

To write wrote written writing

2. You 're a teacher of English. Your little neighbour who studies in school asks you how to pronounce correctly the following words, e. g.: cake, cent, class, central. Explain it to him, read the words and add some more.

3. Read the following words silently trying to memorize them. Pick out the name of professions. Shut the book and write as many names of professions as you can. Give a piece of advice to your brother who finishes school this year which of the professions are best and why.

A great variety of the exercises which result in learners' active reproduction of the language material is used. Various memorizing techniques expanding and developing all types of memory — visual, auditory, kinesthetic, logical, associate, imaginary, emotional — are applied.

4. The third presentation of language material — At the third presentation of language material learners remember a lot of new facts and information they need to know to survive in today's world. During the third presentation students are very active. A lot of new lexical units are introduced, while new grammatical structures and phenomena are not. Concentration of considerable amount of language material is specific for this presentation as well as constant speech interaction between learners. This presentation includes some stages:

Consolidation of the achieved progress — Detailed comprehension of the polylogue is undertaken through carrying out numerous oral speech tasks.

A lot of new meaningful and language information is introduced. Learners are allowed to use a variant of the text in written.

Musical presentation ofthepolylogue — It is the last stage when new language material is introduced. It differs from the previous stages in the following way: the teacher reads the accomplished version of the polylogue (3—3,5 thousands of lexical units) to a musical accompaniment which corresponds to the contents of the text.

Activation stage 1 — This stage presents training learners in speech interaction and developing foreign language speech competence. Various real-life situations connected with the theme ofthepolylogue are suggested to learners to which they are to find solutions. The tasks are so organized that creativity, intuition, artistic and logical abilities are developed in each of the learners, thus discovering in them some hidden potential of which they hadn7 known before. It creates a highly positive effect on foreign language acquisition of the whole community.

Activation stage 2 —At this stage learners use the language material they 've mastered in their speech interaction, the meaningful contents being not connected with the polylogue studied. Real-life natural foreign language communication takes place. Learners do not use the texts and dialogues suggested by teachers, they make up plots for communication themselves and role-play them in performances.

Below in the table on fig. 5 chronology of the methods of teaching foreign languages is given.

3.3. CHRONOLOGY OF THE METHODS OF TEACHING FOREIGN LANGUAGES MENTIONED IN THE BOOK

Method	Time, country & language	Goals & Means	Grounding of the method & its significance for methodology
The Classical Greek Method	In2& 1 ВС in Greece to teach the Greek lan­guage to the Ro­mans.	To develop in stu­dents speech skills in all types of speech activities by means of natural real life communication.	Geopolitical & social. Occupied the leading position in teaching
"The Method of Governess"	In the 19-th cen­tury in Europe to teach national Eu­ropean languages.
The Grammar-Translation Method	From 3 to 20 AD in Europe and the USA	Different in differ­ent time periods of its development	Geopolitical, social, linguistic. Occupied the leading position in teaching in Europe and the USA from 3 to 17 centuries, its elements being widely used nowadays in teaching the language as the second one.
The 1st period	From 3 to 8 AD to teach Latin in all European coun­tries	To develop speech skills in all types of speech activities on the basis of memori­zation ofspeech pat­terns in the process of learners' using them in their own utterances,consci­ously-raised gr-1 rules, translation, lation & oral speech practice, profession­al oral speech interaction interaction included.	Geopolitical & social. Occupied the leading position in teaching in Europe

Method	Time, country & language	Goals & Means	Grounding of the method & its significance for methodology
The 2nd	From the 9lh to the	To develop speech	Geopolitical & social.
period	thel6lh-17lh	skills in reading,	Occupied the leading
	centuries to teach	writing & listening	position in teaching in
	Latin and vernac-	comprehension on	Europe.
	ulars in all Euro-	the basis of memori-
	pean countries	zation ofspeech pat-
		terns in the process
		of learners' using
		them in their own
		utterances,consci-
		ously-raised gram.
		rules, translation,
		lation & oral speech
		professional interac-
		tion.
The 3d	From the 17th to	To develop speech	Geopolitical, social &
period	the 19lh centuries	skills in reading,	linguistic.
	to teach Latin &	writing & listening
	all national lan-	comprehension in	Occupied the leading
	guages of Europe	Latin, oral speech	position in teaching in
		professional interac-	all European countries
		tion included; to	and the USA.
		develop speech skills
		in all types of speech
		activities in national
		languages on the ba-
		sis of memorization
		of speech patterns
		in the process of
		learners' using them
		in their own utter-
		ances, consciously-
		raised grammatical
		rules, translation.

Method	Time, country & language	Goals & Means	Grounding of the method & its significance for methodology
The 4th	From the 19lhto	To develop reading	Social, linguistic.
period	the 20lh centuries	and writing skills in
	to teach modern	modern languages	Occupied the
	languages & Latin	and in Latin on the	leading position in
	in all European	basis of consciously-	teaching in all Euro-
	countries & the	raised grammatical	pean countries and the
	USA	rules & translation.	USA.
The 5th	From 1930-sto	To develop reading	Social, linguistic.
period	1940-s to teach	and writing skills in	Was not used as a
	foreign languages	modern languages	leading method of
	in school and to	and in Latin on the	teaching. Has been
	teach Latin in Eu-	basis of consciously-	integrated with newly
	rope and the USA.	raised grammatical	created methods and
		rules & translation.	used up to now.
The Direct	From the late	To develop speaking	Social, linguistic.
Method — The	19-ty till the early	skills on the basis of	Occupied the
Berlitz Method	20-th centuries to	learners' cognitive	leading position in
	teach all modern	activity activated by	teaching in all Euro-
	lang-s in the USA	their natural sensa-	pean countries and the
	and Europe	tions and intuitive	USA.
		guess.
The New Methods Created between the 1920-s and 1970-s
S true tural Me t hods
The Modelling	The first half of	To develop gra-	Linguistic.
Methods and	the 20-th century	mmatical habits &
the Method of	in Europe and the	skills on the basis
Transformation	USA to teach	of teaching gram-al	Didn't occupy the
	modern languages.	struct-s as a medium	leading position in
		for meaning.	teaching.
The New Di-	From 1920-s to	To develop speech	Linguistic.
rect Method by	1950s in England	skills in all types of	Psychological.
Harold Halmer	and the USA to	speech activities on
	teach foreign lan-	the basis of Struc-	Didn't occupy the
	guages	tural and Behavioral	leading position in
		Approaches.	teaching.

Method	Time, country & language	Goals & Means	Grounding of the method & its significance Tor methodology
Audio-Lingual	From the 1940-sto	To develop speech	Linguistic.
Methods &	1970-s in Europe	skills in all types of	Psychological.
Audio-Visual	to teach foreign	speech activities on
Methods	languages in	the basis of Struc-	Were rather widely
	France, England,	tural and Behavioral	spread.
	the USA and other	Approaches used in
	countries to teach	Situational Teach-
	foreign languages.	ing.
Communicative Methods since the 1970-s in Europe & the USA
Commu-	Created in the	To form foreign lan-	Social, psychological,
nity Language	1970-s in the USA	guage com munica-	psycholinguistic.
Learning	to teach	tive competence in
	foreign languages.	speaking on the basis
		of teaching speech	Its elements and tech-
		functions with the	niques occupied the
		use of counseling	leading position in
		techniques and hu-	teaching along with
		manistic pedagogy	these of other commu-
		approach.	nicative methods.
The Method of	Created during the	To form foreign lan-	Social, psychological,
Total Physical	last decades of the	guage communica-	psycholinguistic.
Response	20-th century in	tive competence in	Its elements and
	the USA to teach	speaking on the basis	techniques occupied
	foreign languages.	of teaching speech	the leading position
		functions taught	in teaching among
		in coordination of	other communicative
		speech and action.	methods
Kitaygorodska-	Created in the	To form foreign	Social, psychological,
ya's Method	1980-s in Russia	language communi-	psycholinguistic.
of Activation	to teach foreign	cative competence
of In-	languages.	in speaking on the	Among other commu-
dividual and		basis of suggestope-	nicative methods its el-
Group Poten-		dia, peculiarities of	ements and techniques
tial		speech interaction,	occupied the leading
		techniques of hu-	position in teaching.
		manistic pedagogy
		and comprehension-
		based methods.

Fig. 7 Chronology of methods of teaching foreign languages

TEST YOUR KNOWLEDGE OF PART 3

Ground your choices on the paragraphs of the part.