6. From the multiple choice below choose two correct answers. The Direct Method:

a/ was used to teach reading; b/ answered the requirements of the time; c/ was used to teach conversational speech only; d/ was used to teach pronunciation.

7. From the multiple choice below choose three correct answers. The principles of the Direct Method:

a/didn V coincide with those of the Grammar- Translation Method; b/required ousting grammar from the process of teaching a foreign language; c/ were directed at stimulating learners' intuitive sense and guessing work; d/ postulated oral discussions between learners; e/were used for a longer time than those of the Grammar-Translation Method.

3. SENSE OF HISTORY ABOUT FOREIGN LANGUAGE

TEACHERS PROFESSION

AND BASIC METHODOLOGICAL PRINCIPLES

OF TEACHING ENGLISH

3.1. NEW METHODS CREATED BETWEEN THE 1930S AND 1970S 41

1. Influence of Philology on Creating New Methods of Teaching Foreign Languages. Structural Approaches 42

1. Palmer's Method 43

2. Audio-Lingual Methods 44

3. Tasks and Drills Typical of the 1930s and 1970s 44

3.2. COMMUNICATIVE METHODS 46

3.2.1. Community Language Learning as Method of Humanistic

Approach 47

3.2.2 Some organizational peculiarities of the CLL 48

3. Method of Total Physical Response as Comprehension-Based Method 50

4. Kitajgorodskaya's Method of Activation of Individual

and Group Potential 51

3.1. New methods created between the 1930s and 1970s

The methods created during this time period were rather numerous, each having its goal and referring to a certain approach. Each suggested its spe­cific scientifically grounded methodological techniques and wholesome sys­tems of teaching. All their proponents made focus on accuracy through drill and practice in the basic structures and sentence patterns. Reading and writing were introduced once a sufficient lexical and grammatical basis was established [80, 72]. The main of them are mentioned below. Among them are the New Direct Method by Harold Palmer, A. S.Hornby's Method, the Method by Michael West, in which preference was given to teaching reading, however oral speech was also taught [81, 85]. By Charles Fries and Robert Lado there were created Audio-Lingual Methods [65, 72]. In France there appeared Audio-Visual Methods. In Situational Language Teaching in Britain lan­guage was taught by practicing basic structures in meaningful situation-based activities [81]. In the forties the Army Method, the Modelling Method, the Method of Transformations and many others were developed.

3.1.1. Influence of Philology on Creating New Methods of Teaching Foreign Languages. Structural Approaches

It was shown above that changes in foreign language teaching reflected respons­es to a variety of historical events and economic circumstances. It won't be an exag­geration to state that Methodology is a socially— based branch of science.

But all the same, methods of foreign language teaching can be also de­veloped in methodology under the influence of some other factors, philol­ogy including. Notions and ideas of philology and methodology enrich one another to a great degree.

At the second half of the 20-th century philologists were intensively inquir­ing into the structure of the sentence. As if responding to it Methodology cre­ated the Structural Approach to language teaching. Its purpose was to help in learning the language system (structure) as a medium for meaning. The Struc­tural Approach focused attention on the form: structuralists taught the struc­ture of the language and taught how the meaning functioned in the structure.

The Structural Approach gave rise to some methods. All structural meth­ods of teaching languages were centered on teaching grammatical structures — patterns which were arranged in a certain sequence upon the degree of dif­ficulty the structure might arise in learners while assimilating it.

Below the Modelling Method and the Method of Transformations are de­scribed. They worked as follows: A number of "model phrases" (grammatical structures) was selected for teaching. Their grammatical meaning was given to learners, and the following exercises were suggested:

1. Transform the following sentences according to the model:

The boy playing in the yard is my brother. — The boy who is playing in the yard is my brother.

2. Fill out the gaps according to the model:

The boy in the yard is my brother.

The boy playing in the yard is my brother.

The exercises of these methods can be found nowadays in a lot of text­books, for example, in those by R. Murphy, Drozdova and many others.

The number of repetitions of one transformation in the original textbooks of the Structural Approach was very high. (In modern textbooks it is much less numerous because the Method of Transformations is not the only one used in them.)

The founders of the Structural Approach believed that through such nu­merous repetitive drills the grammatical structure gets internalized and learn­ers start using it in communication without any conscious-raising. However the life proved that it didn't. Using the Structural Approach teachers suc­ceeded in students' learning structures of the language, however failed in teaching them how to use the structures in speech.