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• W282685887 abstract "mus umkehren (1882) Vietor recommended the following procedure: 1. A text is presented aurally. Pupils listen only. They take in sounds and meanings, but remain silent. 2. Reading aloud and question and answer work with books open. 3. Return to purely oral work. support of the written text is withdrawn. But there were more radical reformers who interpreted the priority of the spoken word in a different way. They proposed a definite pre-reading phase of purely oral work. In post-war Germany this normally lasted several weeks, others extended this phase up to two years. Nowadays the priority of the oral word seems to be firmly established, even if there is no special pre-reading phase. No matter whether there preceded a phase of days, weeks or months of oral work, the teacher would first present a new text orally, with books closed. But the procedure would differ from the one used by Vietor. learners would have to imitate the new words upon hearing them. Only after listening and imitiating would they be allowed to see the text, and question - answer practice could ensue. This, in turn, could be followed by retelling the text with books closed, which is still a popular activity. Reading aloud would often come at the end of working with a text, as the final crowning act. Even from this brief account we catch a glimpse of the multiplicity of factors involved. Can we neglect the question of whether reading aloud should come before or after the question-and-answer practice? Should it be done at all? What is its function? Is it regarded as an end in itself, a desirable terminal behaviour? Does it make a difference that learners imitate only new words or word groups without visual support, instead of imitating whole sentences from dialogues? literature of the audiolingual decades abounds with general statements on the temporal and causal priority of the spoken language. This is supposed to have implications for teaching methods. In some cases, these methods are sketched out, but the justification of the details of the procedure recommended is neglected. However, the precise details of concrete techniques matter a great deal if we take a look at the various laboratory experiments carried out to measure the inhibitory or facilitating effect of oral and visual presentation. experiments reported by Chastain (1971) have contradictory results. Some support the presentation of both an auditory and visual stimulus, others seem to favour a purely oral presentation. All these experiments use slightly different procedures, which is disguised by broad labels such as instruction with er without the printed word, and these differences probably account for the fact that the studies reached opposite conclusions. The little research evidence reported to date presents so much variance in the factors mentioned that no cross-study comparison is possible (Chau Tran 1974: 152). issue is further compounded by the fact that there are a number of ways in which other visual aids might be given along with, or instead of, the orthographic spelling. There are courses which even in the age of the cassette recorder start right away with complete phonetic transcriptions which are gradually abandoned in favour of historical script. Imagine the" @default.
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• W282685887 date "1985-01-01" @default.
• W282685887 modified "2023-09-23" @default.
• W282685887 title "THE USE OF THE PRINTED WORD IN TEACHING BEGINNERS" @default.
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