Lecture 1 Methods of Foreign LanguageTeaching as a Science

The principle of visuality in foreign language teaching is consistent with the psychological principle of associative memorization and with Pavlov’s theory of the two signaling systems: A wide use of visuality in the teaching all the subjects is also as main requirement of didactics. Since the gaining of knowledge begins either with sense perception or with what has been formerly perceived that is with previous experience. In foreign language teaching the realization of the principle of visualityprimarily finds expression in the direct or visual modes of semantizing, or explaining meanings i.e. the demonstration and naming by the teacher of objects, pictures and actions, wherefore the learners infer the meanings of the words and expressions used.
The use of visual aids develops the pupils habits of speech enhances the emotional influence of visual impressions causing the desire to speak. Visualization allows the teacher to create natural conditions for pupils’ oral practice and “free conversation”.Visuality as applied in foreign language teaching of two kinds: Material, consisting in the demonstration of objects andactions, and graphic, consisting in the use of pictures, tables, and diagrams.
The use of visualization makes foreign language lessons emotionally colored, gets the pupils interested and awakens their thought. All these provide favorable conditions for the realization of the principle of conscious and active teaching and create natural situations for the use of language as a means of communication.


The principle of individualization in foreign language teaching is of great importance since this subject is an essential one in the curriculum in schools therefore each pupil should habits and skills the syllabys sets. However some individuals in a class learn more rapidly than others. The teacher should access the progress of each individual in the class and find the way how to manage the classroom activity so that the slowest learners are not depressed by being left behind and the fastest and most able learners are not frustrated by being held back. Individualization in foreign language teaching is achieved:
1) through the use of so-called “individual cards,
2) through the use of the programmed materials when each pupil can work at his own place,
3) by special selection of exercises for each group of pupils in the class: bright average and dull; the former can do more difficult exercises than the latter,
4) by the use of additional material, for example: for reading for bright pupils,
5) by arranging pupils communication in the target language so that each pupil can do his best as a participant of the work done in the classroom.
In conclusion it should be said that to apply the principle of individual approach in foreign language teaching the teacher should be familiar with the class, with its individuals.