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tentang audio-linual method

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  1. GOOD MORNING EVERYBODY

  2. AUDIO LINGUAL TEACHING METHOD NAMES OF THE MEMBERS: DESAK NYOMAN YULIANI (3281) NI KOMANG AYU SURYANIATI (3287) LUH DE ARIANI (3288) NI WAYAN EKAYANTI (3294) NYOMAN ADI ANGGRENI (3302) NI WAYAN WIDNYANA MIJIL (3312) I WAYAN WIJAYA EKA SAPUTRA (3315) I GUSTI AYU MIKO MARTIANI (3319)

  3. AUDIO-LINGUAL METHOD The audio-lingual method is also known as the Aural-Oral method; it is a style of teaching used in teaching foreign languages. This method is said to result in rapid acquisition of speaking and listening skills. The audio-lingual method drills students in the use of grammatical sentence patterns.

  4. The Audio-lingual Method is based on behaviorist theory of these following principles: Speaking and listening competence preceded reading and writing competence. The development of language skills is a matter of habit formulation. Students practice particular patterns of language through structured dialogue and drill until response is automatic. Structured patterns in language are taught using repetitive drills.

  5. The emphasis is on having students produce error free utterances. • This method of language learning supports kinesthetic learning styles. • Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas.

  6. OBJECTIVES: • accurate pronunciation and grammar • ability to respond quickly and accurately in speech situations • knowledge of sufficient vocabulary to use with grammar patterns

  7. Types of learning techniques and activities: A. Drills Categorization of Drills: • A mechanical drill is one where there is complete control over the student's response, and where comprehension is not required in order to produce a correct response. • A meaningful drill is one in which there is still control over the response, but understanding is required in order for the student to produce a correct response.

  8. A communicative drill is one in which the type of response is controlled but the student provides his or her own content or information. B. Dialogue Dialogues are the basic form of instructional materials in the Audio-lingual method.

  9. STRATEGIES OF AUDIOLINGUAL METHOD: • Dialog Memorization: Students are given a short dialog to memorize then they must use mimicry and applied role playing to present the dialog. • Backward Build Up: Provide students with the sentence fragments found in the materials section. Students repeat each part of the sentence starting at the end of the sentence and expanding backwards through the sentence adding each part in sequence.

  10. 3. Transformation Drill: The teacher provides a question which must be transformed into a statement. An extension of this activity is to have the students make a question out of a statement. 4. Complete the Dialog: Have the students fill in the blanks in the dialogs provided. The proper English word must be inserted into the text. This activity is much like a cloze activity. 5. Dictation: Using any piece of literature at the students' reading level, read the piece aloud several times. Have the students write down what they hear. The idea is to write what they have heard as literally as possible.

  11. 6. Flashcards: Using flashcards with words that are relevant to them brainstorm other words about the word on the card. A new word could be chosen each day. 7. Chain Drill: A chain of conversation forms around the room as the teacher greets or questions a student and that student responds then turns to the next student and greets or asks a question of the second student and the chain continues. 8. The Alphabet Game: The teacher picks a category, then each consecutive student adding an item beginning with the next letter after repeating the items named before their own.

  12. Assessment: The major contributions of audioligualiasm to language teaching Introduced specifically designed techniques of auditory and oral practice, while previously oral practice had been simply textbook exercises read aloud, and the sequencing of different language skills had not been treated consistently as pedagogical relevant.

  13. THANK YOU FOR YOUR ATTENTION AND HAVE A GOOD DAY

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