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Many teachers using the audio-lingual method[3][5] had long wished for some improvement or modification of the accepted methodolo­gy . 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-

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

Creative teachers, who early saw that a potential drawback помеха of the audio-lingual method was its tendency to be dull and uninspiring (for both student and teacher), tried to make the drills подготовки 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 direc­tion 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 pow­ers probably represents the most important effect of the current cog­nitive theory of language acquisition.[4][6] 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 repe­tition drill подготовка. Such mental involvement tends to make language learn­ing 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 activi­ty that was largely discredited by the early proponents of the audio- lingual method.

(Abridgedfrom: "English Teaching Forum", 1974)

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