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  1. <?xml version="1.0" encoding="utf-8"?><html xmlns="http://www.w3.org/1999/xhtml" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" version="-//W3C//DTD XHTML 1.1//EN"><head xmlns:h="http://www.w3.org/1999/xhtml" profile=""><title>Introduction</title><meta name="generator" content="DocBook XSL Stylesheets V1.79.2"/></head><body><div class="preface"><div class="titlepage"><div><div><h1 class="title"><a id="d0e25" shape="rect"/>Introduction</h1></div></div></div><p>AIM</p><p>It is the aim of the course to provide the student with a useful control of the structure
  2. of the spoken language and of a basic vocabulary which meets at least some of the specialized
  3. needs of the Foreign Service. After completion of the basic course the Foreign Service Officer
  4. should be able to make limited practical use of the language in his official duties and social
  5. obligations. He will furthermore have the means, given the proper surroundings and personal
  6. motivation, for continued rapid and efficient development of proficiency.</p><p>MATERIALS</p><p>The materials in this first volume of the text are organized into twelve lessons or units.
  7. Each unit contains a set of basic sentences for memorization. These are in the form of a
  8. dialog based on one or sometimes two specific situations in which a person might find himself
  9. in Germany. Notes to the basic sentences are provided as necessary to clarify occasional
  10. difficulties in vocabulary and idiom and to provide additional background on some cultural
  11. features unfamiliar to Americans. Notes on pronunciation are included in each of the first
  12. eight units. Phonological features which have been found to be particularly difficult for
  13. American students are here presented with explanations and pronunciation practice drills. The
  14. notes on grammar in each unit single out those structural features illustrated in the basic
  15. sentences which are appropriate for systematic consideration at that stage in the course.
  16. Substitution drills provide for the manipulation of forms by substituting specific items in
  17. fixed sentence frames. They are in­tended to build habits of association, so that in a given
  18. syntactic environment the appropriate grammatical form automatically comes to mind. As the
  19. German vocabulary is all familiar, no English equivalents are given in these drills. Variation
  20. drills provide for the manipulation of larger syntactic patterns. In each group a model
  21. sentence, underscored, serves as a guide. Associated with it are additional sentences
  22. incorporating the same syntactic pattern but in which most of the individual word items have
  23. been replaced. English equivalents are given to serve as cues for recall of the German variant
  24. sentences. Vocabulary drills provide both practice in the use of new vocabulary items and also
  25. allow for manipulation of sentence elements whose particular form and arrangement depends upon
  26. their association with that vocabulary item. The manipulation of both variation and vocabulary
  27. drills depends on the use of English equivalents. Specific translation drills are also
  28. provided, however. In most cases they present the material of the basic dialog in the form of
  29. a narrative. They thus provide content review of the basic sentences and practice in the
  30. transformation from active dialog to descriptive narration. The response drills are question
  31. and answer drills on the situations of the basic dialogs. Conversation practice and additional
  32. situations in out­line bridge the gap to free conversation with small pieces of supplementary
  33. dialog for acting out and situations providing for a freer play of the student's imagination.
  34. The finder list in each unit notes all new vocabulary which has been presented.</p><p>METHOD AND PROCEDURE</p><p>This is a course in Spoken German; the forms and patterns of the language are
  35. intentionally colloquial. The emphasis in instruction is everywhere on speech, and an
  36. indispensable component of the learning process is the voice of a tutor, or instructor, whose
  37. native language is German. On no account should the student attempt to use these materials
  38. without either a native instructor or recordings of a native instructor's voice. The method of
  39. instruction incorporates guided imitation, repetition, memorization, pattern practice, and
  40. conversation.</p><p>Working under the supervision of a linguist the tutor's role is to serve as a model for
  41. speech and to guide the student to accurate imitation by constant repetition and correction.
  42. The student's Job is to watch and listen to the tutor carefully and to imitate as exactly as
  43. he can the sounds which he hears. He must be prepared for constant correction and repetition.
  44. Each time however the instructor will give him a model to follow by repeating the item first.
  45. The student should never attempt to read from his text but should always wait until he hears
  46. the word or utterance as the tutor speaks it for him. As far as possible he should leave his
  47. book closed during the presentation of new dialog material and keep his eyes on the tutor,
  48. students will be asked to repeat in chorus and individually and will be expected to re­peat
  49. many, many times, even when their imitation has been good and accurate. Only by constant
  50. repetition after an authentic model for speech can habitual fluent and accurate reproduction
  51. of the sounds and forms of the foreign language be achieved.</p><p>The basic sentences are preceded by "build-ups" giving the component parts of the
  52. utterance separately. Each new item which is introduced appears first as a build-up. The tutor
  53. will ask the students to repeat the build-ups separately first, then combined into larger
  54. units and finally the complete new sentence or utterance. The basic sentences are sub-divided
  55. into numbered sections, each to be treated as a unit, repeated in chorus and individually,
  56. with and with­out build-ups, until the students' imitation is satisfactory. Then a new section
  57. may be begun. The time required to cover each section in this way will differ widely depending
  58. on the size and ability of the class. After acceptable imitation and accurate pronunciation
  59. has been achieved in one or more sections they are assigned for memorization outside of class
  60. or repeated in class until memorized. The student should be able to give either the German
  61. sentence or its English equivalent on request or switch from one to the other and back again.
  62. The tutor will drill by repeating each sentence for each student in the class, then by giving
  63. each student a different sentence, repeating it for him first, and finally asking the students
  64. to recite the sentences in order, the first student the first sentence, the second student the
  65. second sentence, etc., without receiving a cue from the instructor. Repetition outside of
  66. class, preferably using recorded materials as a guide, should be continued to the point of
  67. over-learning. The student should not only be able to give the correct German sentence
  68. immediately upon hearing an English equivalent, at random selection, he should also be able to
  69. give the correct German sentence with equal ease and speed of response upon hearing its German
  70. cue. As a final step the students are expected to act out the basic dialog in entirety from
  71. memory, with the tutor or with other students. Only when the basic sentences have been
  72. mastered to this extent can they be considered to provide an adequate basis for control of the
  73. spoken language. It should be noted at this point that the English text accompanying the basic
  74. sentences is not primarily a translation but rather a set of conversational equivalents. Many
  75. apparent discrepancies will be found if the student, or the tutor, looks for word-for-word
  76. correspondence between the English and German text. It does not exist. Rather, in such and
  77. such a situation this is what is said in German and this is what is said in English.</p><p>The pronunciation practice drills are to be taken up after the presentation of the basic
  78. sentences has been completed and memorization has been started. Items are arranged in groups
  79. according to the particular phonological feature concerned. Words in vertical columns present
  80. the same phonological feature in different environments. Several columns in a practice group
  81. contain related phonological features or related phonological environments in which the same
  82. feature recurs. Words are to be repeated first in chorus and then individually by each student
  83. after the tutor, at first following the vertical columns and later, for variation and
  84. comparison, horizontally across the page. Particular attention should be paid to items in
  85. contrast. These are minimum meaningfully distinctive sound patterns, accurate control of which
  86. is important for communication and comprehension. Contrasting word pairs are linked by a dash,
  87. and after separate practice for accuracy the items should be repeated by pairs to bring out
  88. the exact distinctions between them.</p><p>The notes on grammar are earmarked for home study. After each unit has been started and
  89. the first hour or more has been spent in class on repetition of the basic sentences the
  90. student should read through the grammar notes to acquaint himself with the grammatical points
  91. presented in that unit. During the whole time a particular unit is being worked on in class
  92. the student should continue to study the grammar section. Many questions which he may feel
  93. tempted to raise in class will be found to be answered in the notes on grammar. The tutor is
  94. specifically requested not to discuss the language with his students, and the students are
  95. asked not to ply him with questions. Time in class is to be spent using and manipulating the
  96. language and not in talking about it. In each unit one or more grammatical features are
  97. presented, and the basic sentences have been designed, as far as is possible consistent with
  98. natural expression, to incorporate and illustrate those features. Each point of grammar
  99. discussed is illustrated by sentences which are natural utterances in the language. They are
  100. taken in nearly every case from the basic sentences of the current or preceding units. Thus
  101. the examples are already familiar to the student, and the patterns they contain, which will be
  102. drilled and practiced in the sections to follow, are patterns which the student has already
  103. begun to assimilate by memorizing the sentences of the dialog.</p><p>After the basic sentences of a unit have all been repeated several times and memorization
  104. has been well begun, work can be started on the drills. The material is designed to provide a
  105. maximum of additional experience in using the forms and patterns of the language learned in
  106. the basic sentences. It is not assumed, however, that the learner is automatically able to
  107. transfer the experience gained in the basic sentences to error-free manipulation of these
  108. forms and patterns. The drills are by no means a test of what the student can do with the
  109. elements given him. It is a matter of no great importance whether he can or cannot "figure
  110. them out" by himself. The goal is to learn to speak the language accurately and fluently, and
  111. this aim can only be achieved by correct repetition of the forms and patterns involved.
  112. Therefore all the sentences in each drill group are first to be repeated after the tutor in
  113. their correct form. The tutor then cues each student in turn for repetition of one of the
  114. drill sentences until all students have given all sentences correctly.</p><p>In the substitution drills the model sentence and all its variants are first repeated in
  115. chorus after the tutor. He then gives the model sentence again, the class repeats it in
  116. chorus, after which each student is cued individually with an item to be substituted and
  117. repeats the sentence with the substitution called for. In some cases the cue is the exact form
  118. which fits into the sentence. In some cases a cue is given which requires the student to
  119. choose the proper form to fit the syntactic environment of the model. Regardless of which type
  120. of cue is given or how simple or complex the exercise may appear to be, the student's task is
  121. to make the substitution without hesitation and to repeat the sentence accurately at normal
  122. conversational speed. Although no English equivalents are given in the substitution drills and
  123. the first task is rapid, fluent and accurate manipulation of the material in German. The tutor
  124. may ask for spot translations into English here and there, and on the second or third
  125. repetition of the drill he may give English equivalents as word or sentence cues in place of
  126. the German cues provided.</p><p>In most of the variation drills and in all of the vocabulary drills the cues take the form
  127. of equivalent English sentences. Basic procedure remains the same as in the substitution
  128. drills. All sentences in a given variation or vocabulary group are first repeated after the
  129. tutor in their correct form. The tutor then gives the pattern sentence again, and the students
  130. repeat it in chorus, after which they are required individually to recall and repeat the
  131. correct German sentences for which an English equivalent is given. Students may work with
  132. their books open here, covering up the right-hand side of the page on Which the German
  133. sentences are printed and taking their cues from the English sentences on the left-hand side
  134. of the page.</p><p>Conversion drills require the conversion of one or more elements in a sentence from one
  135. form to another - singular to plural, present tense to past tense, etc. No English is provided
  136. for these sentences as a rule. However, as in the substitution drills the tutor may ask for a
  137. random spot translation into English, and he may go through the drill a second or third time
  138. giving English sentence cues for which the student gives the German equivalent.</p><p>Translation and response drills, as noted above, are in most cases directly related to the
  139. basic sentences. In translation drills the procedure is similar to that followed in variation
  140. and vocabulary drills. Students may work with their books open, covering the German text and
  141. reading the English sentences themselves, or if preferred, books may be left closed while the
  142. tutor gives the English equivalents. In the response drills it is often appropriate for the
  143. tutor to address two or three questions to the same student and then two or three more to the
  144. next, so that the drill takes on a more natural character of conversation­al interchange. Both
  145. drills should be repeated in entirety several times, however, or until all students have had a
  146. chance to respond to all items.</p><p>It will be noted that all drill material is provided with both a cue and a correct
  147. response, so that all may be prepared by the student outside of class and repeated and
  148. practiced by him as often as necessary to achieve complete accuracy and fluency. In many cases
  149. there is more than one possible response to a given cue, and instructors are encouraged to
  150. accept all responses which are truly equivalent. If a correct response has been given,
  151. however, instructors are not to suggest variant forms which may occur to them, as this only
  152. introduces unnecessary complexity of choice to an exercise which is difficult enough as it
  153. is.</p><p>In the conversation practice brief conversations, usually on the same theme as the basic
  154. dialog, are read through by the tutor three or four times while students listen. Then the
  155. tutor takes one role while one student takes the other, and they repeat the conversation
  156. together. The student's aim here is not primarily to memorize and repeat exactly, but to give
  157. as accurate an equivalent as possible in his own words. After acting out the conversation with
  158. the tutor the student goes through it again with another student, he in turn with the next
  159. student, and so on until all have taken both parts in the dialog.</p><p>The situations are brief descriptions, in English in the earlier units, later in German,
  160. of occurrences similar to those on which the basic dialogs are based. Two or more students
  161. then act out what has been described in their own way and using their ov.i words. They are
  162. free to use their imagination and fill in any supplementary details that occur to them. The
  163. whole conversation should not be prolonged however more than four or five minutes maximum
  164. duration. Then other students may try their hand at the same situation.</p><p>The narratives, beginning with the fifth unit, are designed for reading purposes. In the
  165. early units they introduce a minimum of additional vocabulary and unfamiliar forms, and they
  166. may be used in the class for oral narration, the student re-telling in his own words what he
  167. has read. In later units some features of expository prose - matters of both form and style -
  168. which differ from normal spoken usage are introduced through the narratives in order to bridge
  169. the gap between conversational German and those reading skills of a specialized nature which
  170. require particular study and attention.</p><p>The ultimate goal of the course, as has been stated above, is to speak accurately,
  171. fluently and easily. The text provides for the assimilation of all basic forms and patterns of
  172. the language by the guided imitation, memorization, and manipulation of a large number of
  173. sentences and by practice in confronting several widely occurring every­day situations. Actual
  174. living use of the language in free conversation is a necessary and essential adjunct. The
  175. tutor should therefore encourage his students from the start to use the language in every way
  176. possible, above and beyond what is provided for in the text. After the first few days of work
  177. both students and tutors should avoid the use of English in the classroom for any purpose at
  178. all, and they are encouraged to speak German outside the classroom as well. Only by constant
  179. use of the skill he is learning can the student hope to master it and retain it as a useful
  180. tool of his profession.</p></div></body></html>