Audiolingualmethod.nadia.bat

Audiolingualmethod.nadia.bat

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  2012-2013 ELT Methods & Approaches Chapter 4: The Audio-Lingual Method References  Approaches and methods in Language Teaching. J.C. Richards and T.S. Rodgers-  Techniques and Principles in Language Teaching. D. Larsen Freeman  Making it Happen, From Interactive to Participatory Language Teaching: Evolving Theory and Practice 4th Edition. Patricia A. Richard-Amato.
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  1.Introduction 2.Historical Background. 3.The Theoryof Learning/language. 4.Design 5.Evaluation 6.Advantages 7.The decline of Audiolingualism Conclusion
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  The Audio-Lingual Method Similar to the direct method:  They both are oral-based approaches – pronunciation and ability of speaking in the target language is superior to other skills  Grammar is learnt inductively  Different from the direct method:  Not only vocabulary but also grammatical sentence patterns  Stronger theoretical base in linguistics (structural linguistics) and psychology (behavioural psychology)
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  1-Definition  The Audio-lingualMethod is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
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  2-Historical Background TheAudio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language-training program to supply the war with language personnel. Therefore, the government commissioned American universities to develop foreign language program for military personnel.
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   Thus theArmy Specialized Training Program (ASTP) was established in 1942.  The objectives of the army programs was for students to attain conversational proficiency in a variety of foreign languages.  The method used was known as the “informant method”, since it used a native speakers of the language.  The informant served as a source of language for imitation.  The intensive system adopted by the army achieved excellent results.  Many colleges and universities offered foreign language classes taught by teachers using this method.  In the 1960’s,Audiolingualism began to lose its popularity but this method is still used today.
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  Theory of learning/language  Speaking and listening skills preceded reading and writing skills.  Students practice particular patterns of language through structured dialogue and drill until response is automatic.  Structured patterns in language are taught using repetitive drills. The emphasis is on having students produce error free utterances.  Only everyday vocabulary and sentences are taught.  Mother tongue is discouraged in the classroom.  The three crucial elements in learning: a stimulus, a response and reinforcement.
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  Objectives  The accuratepronunciation and grammar  The knowledge of vocabulary  The responding ability  The habits of learning language
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  Teacher roles  Theteacher is a model of the target language – the teacher and the materials s/he brings are the only resources of the target language  The teacher should be like an orchestra leader – conducting, controlling the students’ behaviour in the target language  The teacher is responsible for helping students to overcome the habits of their native language – through comparing the students’ native language and the target language  The teacher is also responsible to present information about the culture of the target language
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  Learner roles  Learnersare imitators of the teacher’s model or the materials s/he supplies  Learners should learn to respond to both verbal and nonverbal stimuli from the teacher  They follow the teacher’s directions and respond as accurately and as rapidly as possible
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  Classroom Interaction  Thereis student-student interaction in drilling dialogs, but this interaction is teacher-initiated  Most of the interaction between teacher and students is initiated and sometimes controlled by the teacher
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  The role ofinstructional materials •Books •Tape recorders • Audiovisual •Language laboratory
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  A dialog fromthe text  Sally : Good morning, Bill.  Bill: Good morning, Sally.  Sally: How are you?  Bill: Fine, Thanks, And you?  Sally: Fine. Where are you going?  Bill: I’m going to the post office.  Sally: I am too. Shall we go together?  Bill: Sure. Let’s go.
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  Techniques  Dialogue and memorization.  Backward build-up drill.  Chain drill.  Single-slot substitution drill  Multiple-slot substitution drill  Transformation drill.  Question and answer drill.  Use of minimal pairs.  Complete the dialogue.  Grammar game.
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  Evaluation  Nature: discrete-point →eachquestion on the test would focus on only one point of the language at a time. Ex: students might be asked to distinguish between words in a minimal pair.
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  Advantages  The firstmethod to have a theory.  Making language teaching possible to large groups of learners  Emphasizing sentence production , control over grammatical structures and development of oral ability.  Developing simple techniques and making use of language lab.  Developing the separation of the language skills
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  The decline ofAudiolingualism  Reached its period of most widespread use in 1960’s.  Attacked as being unsound in language and learning terms.  Professionals had short expectations in results.  Unable to transfer skills  Boring and unsatisfying  Chomsky’s theory, Transformational theory based on behavior : “Language is not a habit structure. Ordinary linguistic behavior characteristically involves innovation, formation of new sentences and patterns in accordance with rules of great abstractness and intricacy” (Chomsky 1966:153)
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