Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
2.DerSchprachunterrichtmuumkeheren!
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varioussegmentalphonemesthatareeasierrealizedinsomecon-
textswillbetaughtpriortomoredifcultones;
–makeuseoftheconstructonsalreadyknowninpresentngthenew
constructons;
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complexsentencesaretaughtonthebasisofsimplersentences;
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lexicalitemsshouldbeusedtoexplainthemeaningsofmorecom-
plicated(new)ones;
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dyphthongsaretaughtaferseparatephonemeshavebeeninter-
nalized;
–introduceevery-day,usefulconstructonsandwordsbeforelessfre-
quentones;
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wordsofhigherfrequencywillbeintroducedbeforethoseoflower
frequency;
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morecommonlyusedconstructons(cf.tobegoingto)shouldbe
taughtbeforethosenotsocommon(cf.thefutureindicationsof
will/shall);
–arrangethelexicalandphraseologicalmaterialinsystematcgroups;
thematerialhastobearrangedintothematcgroups,suchas:family
life,schoolactvites,sports,homeactvites,sparetme,shoppingetc.;
lateronthetopicsshouldbesubdivided.
3.Historicaldevelopmentofmethods:
a)theoldestmethodeverknownisthenaturalone,alsocalledthephilo-
sophicalmethod,whichfollowsthenaturalcourseoftheacquisitonof
thelanguage.Thismethodwasverypopularintheancienttmesandthe
first(Assyrian)observatonsontheteachingofaFLfavourthistypeof
teaching;
b)inMiddleAges,whenLatnseemedtobeagloballanguage,thepointof
viewonhowFLteachingshouldlooklikewasalitlebitdińerentformthe
onegenerallyapprovedontoday.Itwasbelievedthataneducatedperson
mustreasoninalogicalwayandlearningLatnwoulddefinitelyhelpthem
init.Additonally,itwasbelievedthatsuchaneducatedpersonshouldbe
abletoread,appreciatedińerentphilosophicalaspectsanddiscussvari-
ousphilosophicalworksofthetmes.Thatiswhytheconceptofteaching/
learningaFLthatwasprevailingatthattmeembracedseveralstagesof
learningthelanguage,suchas:1)memorizingtheparadigmsfoundin
thelanguagelearned,2)applyingthelearnedparadigmsintorules,and
3)learningLatntextsbyheart.ThehigherstagesoflearningLatnimplied
logicalanalysisofthetextslearnedorread.Thesewerethetmesofthe
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