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AUDIO LINGUAL METHOD

AUDIO LINGUAL METHOD. HISTORICAL ROOTS.

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AUDIO LINGUAL METHOD

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  1. AUDIO LINGUAL METHOD

  2. HISTORICAL ROOTS • The factor that enabled the birth of the Audio-lingual method was the outbreak of World War II, which created the need to post large number of American servicemen all over the world.The Audio-Lingual Approach was very popular in the US during 1940s, 1950s and 1960s. (www.wikipedia.com)

  3. 1) Learning Theory: Learning is based on the principles of Behaviorism. Habit Formation is essential. • Habit Formation Stimulus----response ----Reinforcement (Behaviour is likely to occur again) No reinforcement or negative reinforcement (Behaviour is not likely to occur again)

  4. This method was similar to direct method • Language directly, without using the native language to explain new words or grammar in the target language. • The audio-lingual method didn’t focus on teaching vocabulary ,but the use of grammar.

  5. 2) Language Theory:Languageis based on descriptive linguistics. Every language is seen as its own unique system. The system is comprised of several different levels. (i.e. phonological, morphological, and syntactic). There is a natural order of skills. 1. Listening, 2. Speaking, 3. Reading, 4. Writing

  6. Everyday speech and oral skills are important. Perfect pronunciation is required. Language is primarily for Oral Communication.

  7. 3) Culture: Culture consists of everyday behaviour, and lifestyle of the target language community. Culture is presented in dialogues.

  8. 4) Teacher’s Role: T is like an orchestra leader. S/he directs and controls the language behaviour of the students. T is a good model of the target language, especially for pronunciation and other oral skills. The differences between Sts’ L1 and L2 should be known by the teacher.

  9. 5) Students’ Role: Sts are imitators of the teacher as perfect model of the target language or the native speakers in the audio recordings. • 6) Interactions: T-St, ST- ST. Interactions are mostly initiated by the teacher.

  10. Rules are induced from examples. Explicit grammar rules are not given. Learning is inductive. Habit formation is actualised by means of repetitions and other mechanical drills.

  11. 7) Vocabulary Teaching: Meaning is taught directly. L1 is prohibited because it may cause bad habit formations. Vocabulary is introduced through dialogues. 8) Grammar Teaching: Explicit rules are not provided. Students induce the rules through examples and drills. Students acquire grammar by being exposed to patterns through mechanical drills.

  12. 9) Materials: Dialogues 10) Syllabus: Grammar points and sentence patterns in structural syllabus. 11) Role of L1: L1 is not allowed in the classroom. It may cause interference and bad habit formation in L2.

  13. 12) Evaluation: Discrete-point tests are used. Each item (question) should focus on only one point of the language at a time. E.g. distinguishing between words in a minimal pair. Appropriate verb form in a sentence.

  14. 13) Goals and Objectives: to enable students to speak and write in the target language. To make students able to use the target language automatically without stopping to think. To form new habits in the target language.

  15. 14) Error Correction: Errors are corrected by the teacher since errors may cause bad habit formation. 15) Sts’ Feelings: There are no principles related to Sts’ feelings.

  16. 16) Techniques: 1. Dialogue Memorisation2. Minimal pairs: (for teaching pronunciation) 3. Complete the dialogue 4. Alphabet Games 5. Transformationdrill6) BackwardBuild –updrill • 7) QuestionandAnswerdrill • 8) Chain Drill a) Single- slot Substitution Drill (T gives one cue to be substituted) b) Multiple-slot Substitution Drill (T gives more than one cue to be substituted) (Freeman,1990)

  17. 17) Skills: Listening and speaking are emphasised. There is a natural order of skills. 1. Listening 2. Speaking 3. Reading 4. Writing

  18. SHORTCOMING OF ALM • 1- no creativity2- only imitation and repetition3-no consideration of students intellectual capacity4-no meaningful learning

  19. 5- Ss’ feelings / emotions are not significant6- Errors are not acceptable7-Interactions are just initiated by the teacher8- Students are the imitators 9- The teacher is the central figure (Brown,1987)

  20. DEALING WITH VARIABLES IN LANGUAGE CLASSROOMS • The influence of a variety of factors success in learning a new language: • Internal factors: (the order of language study and bilingualism,study habits,motivation and attitude,personality factors) • External factors: (environmental…) • We might classify as either internal or external factors.But there is no clear cut.

  21. Attitudinal Factors: • Integrative Motivation Instrumental Motivation • A positive attitude toward learning • Classroom participation and field sensitivity

  22. CognitiveFactor : • Inrecentyears,alongsidethestudy of affectivefactors, thereseemsto be an increasinginterest in mentalorcognitivefactors.

  23. BialysokandFrohlichreport on a prominent role giventolearningaptitude,in referencetowork of Krashen,theynotethat “he suggeststhataptitude is mostimportantforformallearningwherethelerner’sconsciousknowledge of thetarget is increasedwhileattitude has itsgreatesteffects on acquisition ,whichreferstotheunconsciousassimilation of thesecondlanguage “

  24. Neufeld ,on theotherhand ,questionsthe idea of foreignlanguageaptitudebecause it is based on theconvictionthattheinnateabilitytolearnanotherlanguaagevariesfromindividualtoindividual

  25. Anothercognitivefactorunderstudy is fieldindependenceordependence . A field-independent peron mayapproach problem solvingsituationsanalytically , while a field-dependentpersonmayapproachthem in a more global way . • However , fieldindepenceordepenceappears not to be genetic in origin; it has alsobeendescribed in terms of age,sexandculture.

  26. Transfer : • Transfer , whichreferstoelements of theirnarrativelanguagethatstudentstrytoimpose on thepatterns of thetargetlanguage , is a factor in second-languagelearning

  27. Implications for the teacher • The students should be accommodated to the teaching or the teaching to the students • Rather than problematic aspects,learners’ strong sides must be emphasized

  28. Recognizing learner constants Capacity of learning Senses(sight and hearing) Imagination Ability to abstract and generalize Problem solving ability Accentuating the positive Develop methodologies based on learners’ strengths (Kral,1994).

  29. REFERENCES • Kral,Thomas.TeacherDevelopmentMakingTheRightMoves.US:Washington,D.C,1994. • Diane-Larsen,Freeman.Techniquesand Principles in Language Teaching.England:Oxford University Press,1990. • H.Douglas Brown.Principles of Language Learning and Teaching.US:Prentice Hall,1987. • Wringe,Collin.Developments in Modern Language Teaching.1976 • www.wikipedia.com

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