Contextual semantic functions of the nuclear sentence patterns in expending the communicative intention of the speaker and ways of their teaching

The direct method appeared as a reaction against the grammar-translation method. There was a movement in Europe that emphasized language learning by direct contact with the foreign language in meaningful situations. This movement resulted in various individual methods with various names, such as new method, natural method, and even oral method, but they can all be referred to as direct methods or the direct method. In addition to emphasizing direct contact with the foreign language, the direct method usually deemphasized or eliminated translation and the memorization of conjugations, declensions, and rules, and in some cases it introduced phonetics and phonetic transcription. The direct method assumed that learning a foreign language is the same as learning the mother tongue, that is, that exposing the student directly to the foreign language impresses it perfectly upon his mind. This is true only up to a point, since the psychology of learning a second language differs from that of learning the first. The child is forced to learn the first language because he has no other effective way to express his wants. In learning a second language this compulsion is largely missing, since the student knows that he can communicate through his native language when necessary. The basic premise of Direct Method was that second language learning should be more like first language learning: lots of active oral interaction, spontaneous use of the language, no translation between first and second languages, and little or no analysis of grammatical rules. We can summarize the principles of the Direct Method: classroom instruction was conducted exclusively in the target language; only everyday vocabulary and sentences were taught; oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and student in small, intensive classes; grammar was taught inductively, i.e. the learner may discover the rules of grammar for himself after he has become acquainted with many examples; new teaching points were introduced orally; concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas; both speech and listening comprehension were taught; correct pronunciation and grammar were emphasized.
The audiolingual method (It is also called Mimicry-memorization method) was the method developed in the Intensive Language Program. It was successful because of high motivation, intensive practice, small classes, and good models, in addition to linguistically sophisticated descriptions of the foreign language and its grammar. Grammar is taught essentially as follows: Some basic sentences are memorized by imitation. Their meaning is given in normal expressions in the native language, and the students are not expected to translate word for word. When the basic sentences have been overlearned (completely memorized so that the student can rattle them off without effort), the student reads fairly extensive descriptive grammar statements in his native language, with examples in the target language and native language equivalents. He then listens to further conversational sentences for practice in listening. Finally, practices the dialogues using the basic sentences and combinations of their parts. When he can, he varies the dialogues within the material hr has already learned. The characteristics of ALM may be summed up in the following list: new material is presented in dialog form; there is dependence on mimicry, memorization of set phrases and overlearning; structures are sequenced by means of contrastive analysis and taught one at a time; structural patterns are taught using repetitive drills; there is a little or no grammatical explanation: grammar is taught by inductive analogy rather than deductive explanation; vocabulary is strictly limited and learned in context; there is much use of tapes, language labs, and visual aids; great importance is attached to pronunciation; very little use of the mother tongue by teachers is permitted; successful responses are immediately reinforced; there is a great effort to get students to produce error-free utterances; there is a tendency to manipulate language and disregard content.