PRINCIPLES OF TEACHING A SECOND FOREIGN LANGUAGE AS A SPECIALTY IN A LINGUISTIC UNIVERSITY
This is meant to be a continuation to a series of the author's publications devoted to the problems of teaching Eng- lish as a second foreign language in a linguistic university (after German). The basic message which comes across from them is that there is a high correlation between the two foreign languages, what makes third language acquisition different in all aspects of teaching and learning processes. Here, we also briefly summarize the findings of a few stud- ies that we have carried out, and take them a step further. This time we look at a fundamental problem for language pedagogy - principles that are applied in teaching a second foreign language. Hence, we refer to other writing on this subject, i.e. the existing classifications of basic principles viewed though through the component structure of profes- sional competence of the linguist-teacher. So in surveying the factors determining the process of teaching and learning English after German (the peculiari- ties of the linguistic and ethnographic material; the peculiarities of the target group; the conditions of teaching and learning a second foreign language) we have tried to work out some principles that are supposed to be specific for the analyzed conditions: the principle of foundation and complementary connection with the first foreign language; the principle of constructive cooperation of the teacher and students; the principle of the spiral progression that imple- ments the idea of intensification and extensification of third language acquisition.