Since various versions of the two methods have been most successfully used of late as the perfect realizations of the aural-oral
approach. As both of them stem from the same approach, they have a great deal in common. Specifically, both favour everyday
constructions and vocabulary; oral teaching of grammar executed in an inductive way; emphasis on listening and repetition, aimed at full automation of the taught constructions; emphasis on intonation and segmental pronunciation in the course of the first few weeks; and emphasis on the work in class.
Foreign language textbook.
The language textbook is, in the present conditions, the most fundamental aid for the teacher. In fact, the textbook actually imposes a method upon the teacher. The teacher is always free to adapt his handbook to a particular method that he is willing to use, but in such a case, he may be acting against the intentions of the author. Note, however, that the techniques of teaching always remain the domain of the teacher and the imposing role of the handbook is considerably reduced at this level.
Methodologists have formulated 15 principles, on which a modern textbook representing the syntagmatic, programmed, contrastive method should be based.
1. A foreign language textbook should be universal, in that it should deal with all aspects of the language. It should embrace segmental and suprasegmental phonetics, morphology, syntax and lexicology.
2. The texts must be based on a modern colloquial version of the language. This concerns proper texts, the so-called readers, as well as texts in the sense defined above, i.e. drills, exercises, and sentence illustrating various
grammatical constructions.
3. It must be bistructural, i.e. contrastive.
4. The materials should be selected based on recent statistical investigations examining the frequency of occurrence of particular words and grammatical constructions.
5. The emphasis should be laid on syntagmes rather than on individual items as both concerns pronunciation and grammatical constructions.
6. All elements should be graded on phonological, grammatical, and lexical planes.
7. New items should be introduced based on familiar ones, more difficult based on easier ones.
8. All the materials must constitute a continuum as regards their contents. This means that grammatical constructions must not be treated as ends in themselves. Instead, they must be integrated in the thematic contents of particular lessons.
9. Grammar, if presented, should be introduced contrastively in order to show the regularities implicitly rather than state them by means of explicit rules.
10. The textbook should contain drills, which should be divided into presentation drills, fixing drills, and tests.
11. The whole material, i.e. the didactic text as well as grammar, should constitute an integral entity.
12. The textbook must have a specific aim (e.g. teaching to speak and/or to read, teaching composition, etc.). An elementary textbook for learners will be designed primarily to teach speaking.
13. The textbook should be illustrated by means of drawings in the textbook itself as well as by means of various charts and tables to be demonstrated in front of the class.
14. All texts contained in the textbook should be recorded by native speakers on records, or preferably tapes, and should be made available for use both in and outside the class.