1)Linguodidactics as a science. The link of linguodidactics with other sciences.

Linguodidactics, part of foreign language teaching methods, studies how to

effectively teach languages. It addresses aims, content, and methods of instruction
and is closely linked to other sciences:
1.Pedagogy: Guides general teaching principles, applying them to specific
subjects.
2.Psychology: Explains language acquisition, memory, and habit formation, aiding
in designing effective teaching strategies.
3.Physiology: Pavlov’s theories (e.g., conditioned reflexes) emphasize repetition
and real-life communication.
4.Linguistics: Provides insights into grammar, vocabulary, and structure, helping
select and arrange language material.
2)The main methodological categories.
The Main Methodological Categories
The main methodological categories in linguodidactics refer to the key components
in the teaching process, which are often categorized as:
• Aims: The desired outcomes of language learning.
• Content: The language material to be taught (e.g., grammar, vocabulary,
phonetics).
• Methods: The strategies used to facilitate language learning.
• Means: The tools and resources (e.g., textbooks, multimedia) used in language
teaching.
3)The aims of teaching a FL.
There are three aims, which should be achieved in foreign language teaching:
practical, educational, and cultural. practical-pupils acquire habits and skills in
using a foreign language; educational they develop their mental abilities and
intelligence in the process of learning the foreign language; cultural-pupils extend
their knowledge of the world in which they live.
4)The content of teaching a FL.
Foreign language teaching includes three main components:
1. Skills: Listening, speaking, reading, and writing, progressively developed based
on the syllabus.
2. Textual Material: Topics supporting practical and cultural aims, expanding with
students' language growth.
3. Linguistic Material: Phonology, grammar, and vocabulary selected to fit
classroom time and skill-building needs.
5)The methods of teaching a FL as a methodological category.
The methods of teaching a foreign language as a methodological category refer to
structured approaches, principles, and techniques used to achieve language
learning objectives. These include:
1. Communicative Approach: Focus on practical language use in real-life
situations.
2. Grammar-Translation Method: Emphasizes grammar rules and translation
exercises.
3. Audio-Lingual Method: Relies on repetition and drills for habit formation.
4. Task-Based Learning: Centers on completing meaningful tasks in the target
language.
6)The means of teaching a FL. Their classification.
The means of teaching a foreign language are tools and resources that facilitate
effective learning.They include:
1. Visual Aids: Charts, diagrams, flashcards, and illustrations to support
comprehension and retention.
2. Technical Tools: Audio recordings, language labs, projectors, and other
technological aids for immersive learning.
3. Printed Materials: Textbooks, manuals, and supplementary reading materials
structured for systematic teaching.
4. Realia: Objects from real life (e.g., maps, tickets, menus) for practical
application of language skills.
5. Digital Resources: Multimedia tools, online platforms, and software for
interactive learning experiences.
7)Teaching Phonetics (classification of sounds, definition of phonetics, types of
mistakes, ways to teach Phonetics, exercises to teach Phonetics).
Teaching Phonetics:
Phonetics studies the sounds of a language, including their articulation, acoustic
properties, and classification into vowels and consonants.
- Classification of Sounds: Vowels (produced without obstruction) and consonants
(produced with obstruction).
- Types of Mistakes: Common errors include mispronunciation, incorrect stress,
and intonation issues.
- Ways to Teach: Methods include imitation, drills, phonetic transcription, and
contrastive analysis.
- Exercises: Tongue twisters, minimal pairs, listening discrimination, and repetition
tasks are effective for teaching phonetics.
8)Teaching Grammar (definition, approaches to teaching Grammar,
exercises).
Teaching Grammar:
Grammar is essential for understanding and producing correct sentences in a
foreign language. Approaches include:
1. Conscious Approach: Focus on rules and contrasts to enhance understanding
(e.g., definite vs. indefinite articles).
2. Practical Approach: Teach grammar items needed for immediate communication
(e.g., possessive case).
3. Structural Approach: Use sentence patterns for practice (e.g., substitution and
repetition).
4. Situational Approach: Introduce grammar through real-life contexts (e.g.,
classroom objects for possessive case).
5. Active vs. Passive Grammar: Active grammar is taught for speaking and
writing, while passive grammar supports reading comprehension.
Exercises include recognition (e.g., identifying tenses), drills (e.g., substitution,
completion), and creative tasks (e.g., dialogues, storytelling). Assessment is
conducted through speaking, writing, and grammar tests.
9)Teaching Vocabulary (definition, ways of semantization, approaches to
teaching vocabulary, exercises in teaching vocabulary, classification of
words).
Teaching Vocabulary
Definition: Teaching vocabulary involves introducing words, their meanings,
forms, and usage to improve communication.

Ways of Semantization:
- Direct Method: Using visual aids, context, gestures, and synonyms.
- Translation Method: Providing word meanings in the native language.

Approaches:
- Present words in context.
- Use visual and auditory aids.
- Practice through repetition and activities.

Exercises:
- Word recognition tasks.
- Sentence completion and word combinations.
- Descriptive and communicative activities.

Classification:
- Structural Words: Form language structure.
- Content Words: Refer to objects, actions, and qualities.

10) Classification of principles in FLT and FLE.

The classification of principles in FLT and FLE includes:
1. General Principles: Universal guidelines like the communicative approach,
balancing language skills, and meeting student needs.
2. Specific Principles: Focused on FLT, such as consciousness and active student
participation.
3. Cognitive Principles: Emphasizing critical thinking and understanding linguistic
patterns.
11) Teaching Reading (definition, types of Reading, stages of teaching
Reading, exercises in teaching Reading, levels of Reading Comprehension).
Teaching reading in a foreign language includes:
- Definition: Reading is both a goal and a means of language learning, aiding
comprehension, vocabulary, and grammar retention.
- Types: Aloud (oral) and silent reading.
- Stages: Begin with phonics and words, progressing to sentences and fluency with
focus on comprehension.
- Exercises: Include graphemic-phonemic (letters to sounds), structural-
information (grammar, meaning), and semantic-communicative (extracting
information).
- Levels of Comprehension: Focus on identifying logical structures, key
information, and contextual clues in texts.
12) Teaching Listening (definition, types of Listening, stages of teaching
Listening and tasks types, levels of Listening Comprehension, difficulties in
teaching Listening, Listening vs Hearing).
Teaching Listening:
Definition: Listening is an active process involving comprehension of spoken
language.
Types: Includes intensive (focused) and extensive (general understanding)
listening.
Stages: Pre-listening (introduction and context), while-listening (comprehension),
and post-listening (discussion).
Levels of Comprehension: Range from recognizing sounds to understanding the
context.
Difficulties: Include phonetic, lexical, and grammatical challenges.
Listening vs. Hearing: Listening requires active mental engagement, whereas
hearing is passive.
13) Teaching Speaking (definition, global skill and sub-skills of Speaking,
monological/ dialogical/ polylogical speech, situation and its components,
exercises for teaching Speaking).
Teaching Speaking:
Definition: Speaking is a productive skill involving oral communication.
Global Skill/Sub-Skills: Involves pronunciation, vocabulary, grammar, and
fluency.
Types: Monologic (individual), dialogic (interactive), and polylogic (group
discussions).
Situations: Require components like the speaker, context, and purpose.
Exercises: Include role-plays, pattern dialogues, and guided storytelling.
14) Writing (definition, “writing” vs “written speech”, stages in teaching
writing, exercises in teaching writing and written speech).
Teaching Writing:
Definition: Writing is a productive activity involving constructing written texts.
“Writing” vs. “Written Speech”: Writing focuses on mechanics and rules, while
written speech emphasizes expressive communication.
Stages: Pre-writing (idea gathering), drafting, revising, and editing.
Exercises: Include sentence formation, composition tasks, and writing coherent
paragraphs.