1.

A fordító-grammatizáló nyelvoktatástól a kommunikatív nyelvoktatásig

// Hagyományos és modern nyelvtanítási irányzatok. Felfogásbeli és
módszertani változások az angol, mint idegen nyelv oktatásában az
elmúlt 50 évben. Megközelítések és módszerek, valamint
alkalmazhatóságuk a korai nyelvoktatásban. Mely módszerek
bizonyulnak a legcélravezetőbbnek, figyelembe véve az idegen nyelvnek
a gyermek személyiségfejlődésére gyakorolt hatását?

The grammar-translate method

Language learning is now an essential part of school life. There are many ways to
learn a language. Certain elements of the translation-grammatization method keep
popping up in the history of language teaching, no different in the everyday practice of
language teachers, past and present. As a method, it was created at the end of the 19th
century and in the first third of the century, he became an individual ruler. At the end of
the century, natural and direct methods put an end to its nearly hundred-year rule. The
grammar-translation method in the narrower sense explains the grammar of the target
language by explaining rules, and the main form of practice is two-way translation.
Communication in the target language is not even the purpose of this method. This is
how writing and reading can become a primary goal, speech a neglected goal, while
hearing comprehension and pronunciation can be taught to be cancelled. The method is
teacher-centric, frontal in terms of group division, error correction is immediate, and the
pursuit of correctness is maximized. Feedback is usually given in writing: task solving,
answers to questions and translation. It is used in college level to teach contemporary
texts for teaching in foreign languages and when little need is there to speak. Not liked by
learners, because it creates frustration for them. There is few demands on teachers.
In the last middle of the nineteenth century, as soon as the increasing interaction
between countries in Europe, the attention to the more communicative language teaching
was inevitable. GTM got many challenges and critics along with the emergence of new
approaches in language teaching by the individual linguists such as C. Marcel, T.
Prendergast, and F. Gouin. C.Marcel, for instance, emphasized the importance of
meaningful learning and offered a rational method referring to the children language
acquisition as the model of language learning., T. Prendergast was one of many linguists
who researched how children speak a language. The most influential linguist among them
was F. Gouin who proposed that the need to oral skill is more important than any other
skills e.g. reading and writing.

The natural method and direct method

However, there were those who turned towards naturalistic language learning principles, they
became the proponents of the natural method. Such was L. Sauveur, who used intensive oral
interaction in the target language, employing questions as a way of presenting and eliciting
language. Sauveur and other believers in the Natural Method argued that a foreign language
could be taught without translation or the use of the learner's native tongue if meaning was
conveyed directly through demonstration and action. The language could best be taught by
using it actively in the classroom. teachers must encourage direct and spontaneous use of the
foreign language in the classroom. Learners would then be able to induce rules of grammar.
Speaking began with systematic attention to pronunciation. Known words could be used to
teach new vocabulary, using mime, demonstration, and pictures. 1

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These principles are seen in the following guidelines for teaching oral language:
 Never translate: demonstrate
 Never explain: act
 Never make a speech: ask questions
 Never imitate mistakes: correct
 Never speak with single words: use sentences
 Never speak too much: make students speak much
 Never use the book: use your lesson plan
 Never jump around: follow your plan
 Never go too fast: keep the pace of the student
 Never speak too slowly: speak normally

The Direct Method was quite successful in private language schools, where paying clients had
high motivation and the use of native-speaking teachers was the norm. But it was difficult to
implement in public secondary school education. It was perceived to have several drawbacks.
First, it required teachers who were native speakers or who had nativelike fluency in the
foreign language. It was largely dependent on the teacher's skill and not all teachers were
proficient enough in the foreign language to adhere to the principles of the method.2
Audiolingual method
The entry of the United States into World War II had a significant effect on language teaching
in America. There was a need of a qualified personnel who fluent in foreign languages. The
army adopted a technique that was designed by Leonard Bloomfield known as the “informant
method”. This methodology emphasized the value of an intensive, oral-based language
learning... The language was taught by systematic attention to pronunciation and by intensive
oral drilling of its basic sentence patterns. The combination of linguistic principles of the
Aural-Oral approach with the modern psychological learning theory led to the
Audiolinguistics method.
Learning a language it means that you should master its elements and rules, and to know its
combination from the letter to the sentence. When we learn a language, we should learn first
of all how to speak it, and then how to write and read. All these combination between
speaking, reading, and writing, give the language its perfection.
The aural-oral training is needed to develop other language skills, the learning process could
be more effective if we present the learned item in speech form before the written form. It is
better to teach the rules after the learners practice a number of contexts. Language skills are
usually taught in such an order: Listening, speaking, reading and writing. Which will be
followed by recognition, imitation, repetition and memorization. A learner cannot identify and
learn a language that he wasn’t exposed to audibly.
Various kinds of drills that are used in this method:
 repetition, inflection, replacement, restatement, completion, transpositioin, expansion,
contraction, transformation, integration, rejoinder, restoration.

The teacher role is central and active. It is a methods that the teacher dominates- she models
the target language, control the direction and pace and correct the learners performance.
Written materials is not used often in the audiolingual method, because it may distract
attention from the aural input. This courses are more about listening, repeating and
responding. It involves extensive oral instructions, the focus is on immediate and accurate
speech, translation or using the native language tonge are discouraged.

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The audiolingualism method was declined because of Noam Chomsky’s revelation, that
language is not acquired by imitat behavior. Therefore, the whole idea of the method, that
learners are only imitate and learn from what they hear, is wrong. 3

Total Physical Response

Total Physical Response (TPR) is a language teaching method built around the coordination
of speech and action; it attempts to teach language through physical (motor) activity. It was
developed by James Asher.
In a developmental sense, Asher sees successful adult second language learning as a parallel
process to child first language acquisition. He claims that speech directed to young children
consists primarily of commands, which children respond to physically before they begin to
produce verbal responses. TPR emphasis on developing comprehension skills before the
learner is taught to speak.
The general objectives are to teach oral proficiency at a beginning level. Comprehension is a
means to an end, and the ultimate aim is to teach basic speaking skills. A TPR course aims to
produce learners who are capable of an uninhibited communication. But goals must be
attainable through the use of action-based drills in the imperative form. Grammar is thus
taught inductively. Grammatical features and vocabulary items are selected according to the
situations in which they can be used in the classroom and the ease with which they can be
learned. They are typically used to elicit physical actions and activity on the part of the
learners. Other class activities include role plays and slide presentations. Role plays center on
everyday situations, such as at the restaurant, supermarket, or gas station. Learners have the
primary roles of listener and performer. They listen attentively and respond physically to
commands given by the teacher. The teacher plays an active and direct role. The teacher is
encouraged to be well prepared and well organized so that the lesson flows smoothly and
predictably. It recommends detailed lesson plans. The teacher should also allow speaking
abilities to develop in learners at the learners' own natural pace. In giving feedback to
learners, the teacher should follow the example of parents giving feedback to their children.
Total Physical Response should be used in association with other methods and techniques.4
CLT
By using Communicative Language Teaching it is need to focus in language teaching on
communicative proficiency rather than on mere mastery of structures. The communicative
approach in language teaching starts from a theory of language as communication. The goal
of language teaching is to develop what Hymes (1972) referred to as "communicative
competence." Hymes's theory of communicative competence was a definition of what a
speaker needs to know in order to be communicatively competent in a speech community. In
Hymes's view, a person who acquires communicative competence acquires both knowledge
and ability for language use with respect to. Learners work in groups/pairs to solve problems,
tasks. Communicative acts are practiced directly. 5

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htmlpresent
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 A. Építsen fel és vázlatosan dolgozzon ki egy tematikai egységet kisiskolások
számára, amely tevékenységeit, munkaformáit és munkamódszereit tekintve
megjelenít minél többféle – hagyományos és modern – nyelvtanítási irányzatot!
Mutassa be röviden a folyamatot, utalva a különböző idegennyelvtanítási
módszerekre és megközelítésekre, amelyek hatottak a tervezésre! Elemezze
relevanciájukat pedagógiai-pszichológiai és tantárgypedagógiai ismereteinek
fényében!

Name: Laura Kányási

The name of the school: Paragvár Street Primary School Nára site
Literacy field: Foreign language
Subject: English
Class: 6th grade
The topic of the learning-teaching unit: Clothes: I divided the topic into 8 teaching hours. Of these, 4
are processing new knowledge class, 3 practice class and the last class is the assessment. I also
planned pair work and group work in the processing of the topic.
Group profile:
The group consists of 14 students, 7 boys and 7 girls, which is the ideal gender ratio for language
classes point of view. There is no danger of it being more characteristic of one gender opinions and
views should be given more emphasis during debates and arguments, and should be sidelined, make
the opinion-making process one-sided. The number and ratio of students is favorable to inculcate a
healthy discussion culture, to conduct meaningful, life-like dialogues. They are all 10 years old and go
to 6/B. They started elementary school together, in the lower grades, according to the elementary
school curriculum they studied the English language in hours. This is their first foreign language. They
have three English lessons a week. This is their fifth year of learning English. A familiar, good-spirited,
good-atmospheric group, they are respected, and they appreciate their teachers and each other's
work. Their family background is good so to speak, middle-class children. Among them are children of
divorced parents, somewhere a younger brother was born to the family from the second marriage, as
well as someone who comes from a family of four children. Disadvantaged, with learning difficulties
or with special educational needs there is no needy child among them.
The goal and task system of the learning-teaching unit:
Attitude to be developed:
 Characterizing, comparing, getting to know different pieces of clothing, people, objects
 Practicing adjective intensification
 Learning about school uniforms - different customs
 Development of all 4 skills together: speaking skills/oral interaction, listening and reading
text comprehension and writing skills.
 Supporting the development of personality during project work.
 Development of lifestyle, social, intercultural, interpersonal and logical competence.
 Education for environmental awareness.
Knowledge to be taught:
 Vocabulary: clothes, adjectives
 Grammar: I’m wearing..., too – enough, pronouns: one – ones, the comparative and
superlative forms of adjectives
Subject connection: visual culture, geography, technology and lifestyle, environmental knowledge
 Teaching aids:
 Own worksheets, pictures, cards, projector, laptop, tablets
 School book: H.Q. Mitchell (2005): To the Top 2 Student's Book. MM Publications – ELT
Hungary Kft.

Lesson Content Aims Method Forms of work Tools

1. Items of clothing Learning the The audiovisual frontal work dialogues,
names of clothes and audiolingual pair work images, songs,
Vocabulary method by individual work games,
development illustration, PowerPoint
Listening presentation presentation on
development IKT and in the
book
2. Too – enough structure Repeating the Grammar frontal work exercise book
names of clothes. translation individual work workbook
Vocabulary method by student book
development. translating games on IKT
Development of sentences to the
sentence exercise book
construction explanation,
talk,
game
3. Pronouns: one – ones Repetition of the Grammar frontal work exercise book
too-enough translation and pair work IKT
structure. Total Physical individual work games
Sentence Response method workbook
formation. by explanation, student book
Knowledge learned game
in the module
joint application.
4. Making comparison Revival of adjective The frontal work games
intensification, Communicative pair work student book
application. Language method individual work
Development of by talk,
sentence explanation,
construction. game
5. The comparative and Practicing adjective Natural method frontal work games
superlative forms of adjectives intensification. by teaching the individual worksheet
Repeating the grammar of student book
names of clothes. adjectives workbook
Development of talk, explanation, Wordwall-IKT
sentence game
construction
6. Project – design your Designing and Direct method group work games
T-shirt presenting your and audiovisual frontal work images
own t-shirt. by talking, worksheets
Repetition of explanation
knowledge learned
in the module
7. School uniforms – Cross The students are The grammar frontal work student book
curricular material intercultural translate method group work games
providing by reading and images
information translate text.
Reading and text
comprehension
 development of
competence.
8. Doing a test: Clothes Verification of examination individual work worksheet
learned knowledge

B. Tervezzen egy kommunikatív szemléletű angol tanórát egy választott témában

tetszőleges évfolyamon! Mutassa be a tevékenységeken keresztül, hogy mi
jellemzi a tanári-tanulói szerepeket! Elemezze, hogy milyen követelményeket és
elvárásokat támaszt a pedagógussal és a tanulóval szemben a kommunikatív
szemléletű nyelvtanítás-nyelvtanulás, összehasonlítva más hagyományosabbnak
számító nyelvoktatási modellel! Térjen ki a szükséges kompetenciákra is
(ismeret, készség és képesség, attitűd és autonómia)!
Name: Laura Kányási
The name of the school: Paragvár Street Primary School Nára site
Literacy field: Foreign language
Subject: English
Class: 5th grade
The topic of the learning-teaching unit: Sport project
The aim and task system of the lesson: Combined/mixed lesson
about different sports, the Olympic Games, games, ordinal names, months, dates;
establishing cooperation norms within the student small group
Attitude to be developed:
 Characterizing, comparing, getting to know different pieces of sports, people, objects
 Learning about sports
 Development of speaking skills/oral interaction

Time The class schedule Objective Classroom Equipment Method

organisation
2 Warm up questions: guided questions by Adjustment to frontal work
min the teacher the class
2 Group formation: We are making groups of
min 5 and talk about overview of basic
principles, roles.
Assignment of roles (eg): frontal work paper
school teacher, materials manager, Education for group work
writer, report, speaker, cooperation
punctual, punctual,
mood enhancer
Assigning tasks
The work of the groups helping, the tasks
are for each group after understanding,
15 preparation of tools, the given task joint paper,
min planning and Awareness of computer, talk,
completion. the project group work pencil, felt presentation
The groups must design a new kind of method tips
Olympics with sports they love! They can
use both electric devices (computer, phone)
a paper, pencils and felt tips for the work as
well!
The report from the schoolteacher/material Developing
15 manager/presenter is short group work - patience, group work works presentation
min evaluation; of the work achieved by the listening
 group presentation.
5 Differentiated tasks based on group work Solving
min interpretation, solution, practice different tasks,
individually (sometimes in pairs): practicing
 Talk about one of the sports from your resource-
Olympic Games in a few sentences! oriented task
 Draw the equipments of one of your solving
sports from your Olympics! Label your individual works presentation,
picture! work interpretation
 List the sports from your Olympics!
 How many sports are there in your
Olympics! Number them with ordinal
numbers!
 Spell the sports from your groupwork!
3 Individual task’s solutions introduction to Practicing
min the class individual group work
Students are groups and individuals’ problem presentation
evaluation of his work: highlighting solving
positives
3 Listening to the teacher's interpretation and interpretation frontal work interpretation
min learning from it. Packing away
In this type of classes, the students play the main role. That's why I chose a
project-based lesson. The teacher has an evaluation and control role, while the
student processes the material to be mastered. The purpose of these types of
lessons is to expand vocabulary. The goal of language teaching is to develop
what Hymes (1972) referred to as "communicative competence." Hymes's theory
of communicative competence was a definition of what a speaker needs to know
in order to be communicatively competent in a speech community. In Hymes's
view, a person who acquires communicative competence acquires both
knowledge and ability for language use with respect to. Learners work in
groups/pairs to solve problems, tasks. Communicative acts are practiced directly.

E. Készítsen egy feladatsort egy nyelvtani anyag bemutatására és gyakorlására egy

tetszőleges évfolyamon! Mutassa be, hogy az egyes elemek közül melyik merít
korábbi didaktikai irányzatokból, hagyományosabbnak számító nyelvtanítási
módszerekből, és mennyiben felelnek meg a modern idegennyelvpedagógiai
felfogásnak! Reflektáljon arra is, hogy saját korábbi, még nyelvtanulóként
szerzett tapasztalatai és laikus pedagógiai nézetei (beliefs) mennyiben hatottak
Önre a tervezéskor! Jelezze hogyan hat egymásra és hogyan kapcsolódnak a
professzionális és a laikus pedagógiai nézetek ebben a konkrét esetben!
This worksheet is made for 5th graders to practice and learn about adjectives! The worksheet
can be used in the last lesson during the processing of the topic. Communication in the target
language is not even the purpose of this method. This is how writing and reading can become
a primary goal, speech a neglected goal, while hearing comprehension and pronunciation can
be taught be cancelled.

1. Match the adjectives with their meaning! Párosítsd a mellékneveket a jelentésükkel!

slow loud
 beautiful lassú
fast gyors
happy hangos
sad öreg
quiet szomorú
old fiatal
young boldog
csendes
gyönyörű
This exercise is a good task for present grammar translation method. Feedback is usually
given in writing: task solving, answers to questions and translation. In this task, all three are
fulfilled. The most important thing is the development of vocabulary, which is essential
during translation.

2. Pair the pictures with the adjectives! Párosítsd a képeket a melléknevekkel!

beautiful

sad
loud

fast

happy

This exercise is a typical audiovisual task for young learners. It tries to involve the available
technical background in the language teaching process. The method tries to start from
wholeness, and this wholeness is the situation. Picture sources that are easily available for the
audiovisual teacher are calling pictures, flashcards and pictures found on the Internet. The aim
of the audiovisual method is therefore to create the situation, the context, from which various
linguistic elements can be extracted by imitating the sound system of the living language as
faithfully as possible by visually combining sound and image.

3. Complete the table with the correct form of the adjectives! Egészítsd ki a táblázatot a
melléknevek megfelelő alakjával!
 Alapfok Középfok Felsőfok
fast
the happiest
slower
beautiful
the oldest
younger
The main purpose of this task is to teach grammar rules, since children have to learn how to
use adjectives at intermediate and advanced levels. In my time, we learned this part of the
curriculum with the help of a table, the advantage of which is that we can imagine the words
visually.