Abstract
The article presents a basic characteristic of Latin-Greek didactic texts called the Hermeneumata Pseudodositheana and, in particular, their colloquia. It offers several examples of the colloquia with a brief commentary and an analysis focused particularly on their didactic dimension. In the second part of the paper, attention is given to the distinction between an active and passive approach to teaching classical languages from both theoretical and practical viewpoints and to finding reference points between the method of the ancient colloquia and modern methods. In conclusion, a theoretical justification of using the colloquia when teaching Latin in a natural / direct method is presented, complemented by several suggestions how these texts may contribute to making Latin courses more efficient and attractive.
Highlights
The article presents a basic characteristic of Latin-Greek didactic texts called the Hermeneumata Pseudodositheana and, in particular, their colloquia
In the second part of the paper, attention is given to the distinction between an active and passive approach to teaching classical languages from both theoretical and practical viewpoints and to finding reference points between the method of the ancient colloquia and modern methods
A theoretical justification of using the colloquia when teaching Latin in a natural / direct method is presented, complemented by several suggestions how these texts may contribute to making Latin courses more efficient and attractive
Summary
The “natural method” of teaching a foreign language can be defined, for example, in the following words: “Speech is perceived as a skill which is acquired by people intui-. The foreign language is the only one spoken in the class and everyday topics, culture, literature and history of the nation speaking this language is discussed.” From the natural approach, the so-called “direct method” was developed in the 19th century as a reaction to the “grammar-translation” approach. It is based on the following principles:. The majority of H. were probably gathered and used as a complex teaching resource no earlier than in the 3rd and 4th centuries AD.
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call