Interchange of Lithuanian language training methods in primary school

Straipsnyje analizuojama lietuvių kalbos ugdymo(-si) metodų kaita ir jos priežastys teoriniu ir praktiniu aspektais. Aptariami kalbos ugdymo ir literatūrinio lavinimo kaitos gaires, ugdymo metodų pasirinkimo kriterijai. Išryškinama pradines mokyklos pedagogų nuomonė apie kalbos ugdymo metodus bei jų nuostatos dėl kaitos galimybių.The aim of this article is to analyse language training methods, to emphasize the importance of their of their interchange in the personality improvement process. The objects of study are language training methods acknowledged by primary school teachers. In this article, based on scientific literature and the investigation results it is revealed that the choice of training methods is mainly influenced by the interchange of general education tendency and the prevailed concept of the term "training". Besides, the role of training aims and training content interchange, while designing the choice of methods, is very important. That is why the most highly valuated methods are those, which follow the tendencies of modern didactics, which are orientated towards independent, creative pupils' activities, the cooperation between the teacher and her pupils. The language training content may also initiate the changes while choosing and applying methods: here the ideas of reproductive and interpretative pedagogics prevail. Only interpretative thinking could help to understand and initiate to choose methods of active learning, which can help pupils not only to learn the material produced, to initiate their productivity, willingness to get more knowledge, but to deepen pupils' abilities to think critically, to apply their knowledge under usual and newly provided conditions as well. The results of our investigation show, that nowadays the majority °f teachers work according to the most modern language training methods. Teachers try to integrate language training and literature development relate language training with other school subjects, introduce their pupils’ new informal language training sources. The problem is, that during the language training process most teachers specially concentrate not on interpretation, but on reproduction, i. e. on text retelling and dictations. That is why they choose methods of Passive teaching, orientated towards mechanical presentation of knowledge and skills. But there is very little hope, that by the help of such methods a teacher could achieve different and complex modem trait raining aims. So, because of that teachers should try to involve their students into active notional learning. Teachers understand that modern teaching methods are very effective and give much advantage, but they still concentrate their work on traditional ones. In their opinion, new teaching methods help to train a creative but not a literate pupil. In order to train pupils' literacy abilities teachers advise traditional teaching methods. The investigation confirmed our hypothesis that theoretically teachers understand the essence and necessity of modern teaching methods, but practically there is a contradiction between the old and the modem teaching methods. This is influenced by only partially formed the system of teachers' pedagogical attitudes. Besides, the majority of teachers are wrong in naming teaching methods, get mixed with notions. As the investigation was mainly held in one country district, we cannot generalize and speak about the way of teachers work in other regions of Lithuania. But the main tendencies can already be noticed. Nowadays teachers have a brilliant access to modern pedagogical literature, they are theoretically acquainted with methods of active learning, but they are not used to applying them in their practical work