C) Give a summary of the article.

II. What are the current trends in foreign-language teaching abroad? Read the following for information:

Many teachers using the audio-lingual method* had long wished for some improvement or modification of the accepted methodolo-gy. Although they found the memorization and pattern- practice exercises useful for the early stages, they felt a need to build a bridge from those highly structured activities to the freer, more creative use of the language at the intermediate and advanced levels. The audio-

* One of the most popular oral methods abroad. Its basic principles are the following: use of the students' native language should be avoided; a foreign language should be learned through imitation and analogy; foreign-language patterns should be practised through intensive drills such as repetition of dialogue or through exercises (substitution, transformation, etc.); listening and speaking habits should precede reading and writing habits, etc.

lingual method and its proponents did not provide a satisfactory solution to this important problem.

Creative teachers, who early saw that a potential drawback of the audio-lingual method was its tendency to be dull and uninspiring (for both student and teacher), tried to make the drills more interesting by varying their form, by providing a meaningful context, and by using visual aids. Resourceful teachers often succeeded admittably by such means. But there was a limit to what they could accomplish without making use of more "cognitive" activities.

Other sources of disillusionment with the audio-lingual approach were its emphasis on speech and the rigid order it prescribed for teaching the skills: listening, speaking, reading, and writing.

Judging from techniques and trends of the past few years, we can see that current thinking in methodology seems to be in the direc-tion of: (a) relaxation of some of the more extreme restrictions of the audio-lingual method, and (b) development of techniques requiring a more active use of the students' mental powers.

The trend toward a more active use of the students' mental pow-ers probably represents the most important effect of the current cog-nitive theory of language acquisition.* This mental activity goes well beyond the more passive "activity" that the audio-lingual method called for.

Viewing language learning as a natural creative process rather than as habit formation suggests that the teacher should provide guided practice in thinking in the language rather than mere repe-tition drill. Such mental involvement tends to make language learn-ing more enjoyable for the student — which must itself be a positive factor contributing to improved attitudes and better results.

This kind of mental activity is quite different from memorising grammar rules, as in the old grammar-translation method. Nor is it simply the manipulation of examples of grammar rules — an activi-ty that was largely discredited by the early proponents of the audio-lingual method.

(Abridged from: "English Teaching Forum", 1974)

* The cognitive-code method (approach) is based on the following principal assumptions: language learning is a creative process, therefore the student should be as mentally active as possible: drills and exercises should be meaningful, rote learning is to be avoided; reading and writing should be taught at early stages along with listening and speaking, occasional use of the student's native language for explanation of new grammar and vocabulary is beneficial.

III. Describe the current method of foreign-language teaching at Russian schools to a visiting teacher from Great Britain/the USA. (Make reference to the article given above.)

IV. Pick out one of the following quotations (some of them are disputable!) to speak on the point raised in it. Say why you agree or disagree with the point:

1. "Learning a language is not a matter of acquiring a set of rules and building up a large vocabulary. The teacher's efforts should not be directed at informing his students about a language, but at en-abling them to use it.» (Alexander) 2. "Poor instruction is for a be-ginner what a sandy foundation would be for a sky- scraper." (P. Hagboldt) 3. "Even if one wishes to learn the foreign language solely for reading, the most economical and most effective way of be-ginning is the oral approach." (Fries)

Key Words and Expressions:method; approach; technique; tar-get language; to implement principles; to acquire knowledge/rules, etc.; to break the monotony; drill sessions; to adhere to a method/ rules, etc.; a trend toward smth.; a renewed interest in smth.; to give explanations and instructions in the native language; to acquire skills through reading/speaking, etc.

APPENDIX