| dc.description.abstract | The author’s introductory remarks concern the definition of the situational dialogue and oral situation. A number
of publications pertaining to didactics, linguistics, and teaching psychology are quoted in this connection.
The author then proceeds to a presentation of the consecutive stages at which the foreign-speaking habit-formative classes are carried. Each stage is planned so as to fulfill a particular aim. The author describes at length these consecutive stages in speech training. They are, in order of succession, perception exercises which prepare the student to take part in dialogues, reproduction classes devoted to initial memorizing, classes which automatize linguistic material at every successive level, dialogue conceived as a final stage of consolidating the given speech habits, and a test of the extent of automatization of linguistic material.
The author considers separately the difference between situation exercises and dialogue classes, which is followed by her discussion of dialogue-teaching methods. Classification marks are given for classes founded upon a text of monologue character with elements of dialogue, founded upon a dialogue-like text, without any text, and without any restriction of the linguistic material.
Further, the author informs about the differences between situation dialogue and speech uttered without previous preparation.
Finally, she determines and analyses the conditions which favour the effectivity of speaking exercises. In this
connection she devotes much of her attention to the significance of intonation as an inseparable and basic characteristic of every kind of utterance.
A detailed list of publications on the subject has been appended. | en_EN |
