Metodyka 4

H

Ma    ioboux 4

(yM A IN GOALS OF G-T METHOD

*ability to read and appreciate foreign lg literaturę (proficiency in reading skiłls)

*intellectual development (mental exercise, ‘mental gymnastics’)

*devełoping the skill of translation - to be able to translate from target lg to native lg and the other way round = to know and be able to use the target lg *becoming morę aware of the grammar of the native lg

2. LG & CULTURE IN G-T M ETHOD

*LANGUAGE a system of rules to be observed in texts and sentences and to be related to the l^st lg rules and meanings; the lg of study = literary lg (because its superiority over spoken lg) - difficult literary texts introduced early

*    CULTURE target culture łearning = learning of its literaturę and fine arts

0*. LG&CULTURE IN DIRECT METHOD

*LANGUAGE common, everyday spoken lg (the point of study); lg is primarily speech

*    CULTURE not only fme arts & literaturę, but most of all history, geography and daily life-styles of native speakers, values (punctuality)

4.    GOALS OF DIRECT METHOD

*to be able to communicate in target lg *to think in the foreign lg

5.    MAIN GOAL OF THE READING METHOD

*Devełopment of reading comprehension/reading skills - Ss were taught some reading strategies in order to read effectively (silently, ąuickly and with understanding)

6.    MULTIPLE SLOT SUBSTITUTION DRILL IN AUDIOLINGUAL

*    T gives cue phrases, one at atime, that fit into sifferent slots in the dialogue linę. Ss must recognize what part of speech each cue is.

©THE ROLE OF LG1 IN A-LINGUAL M.

*    Ss native lg may interfere with the target lg, hence the target lg is used in the classroom, not the Ss’ native lg

8. ROLE OF GRAMMAR IN COGNITIVE METHOD

*    advance organizers (anticipatory schemata) - before a grammar point is introduced, the Ss are provided with some info. which can help them to fit the new materiał in the existing schemata (e.g. metalanguage). It should serve as a bridge between what Ss already know and what they are going to leam; to build a link between the grammatical materiał to be learned in the subseąuent lessons and the current State of the leameUs cognitive structure (Dakowska) GRAMMAR TAUGHT DEDUCTIVELY AS WELL AS INDUCTIVELY

, 9) EVALUATION IN SILENT WAY

*    focus on progress rather than on perfection (different rates of learning)

*    CONSTANT assessment: no criticizing or praising but INDICATING that the S should try again until success is achieved (the ability to transfer what was presented to new contexts). Criticism or praising may interfere with the process of developing the Ss’ own inner criteria -they should be self-rełiant.