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Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
Audio Lingual Method
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Audio Lingual Method

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  • 1. Audio- Lingual Method
  • 2. <ul><li>Oral- based approach </li></ul><ul><li>based on behaviorism </li></ul><ul><li>Depends on Stimulus- Response- Reinforcement and controlled practice </li></ul><ul><li>Has a theoretical base in Linguistics (Charles Fries-Michigan University) and Psychology (Behavioral psychology- Skinner) </li></ul>
  • 3. <ul><li>Relies on drills, Practice patterns and substitution </li></ul><ul><li>Students are taught the language directly, without using the students L1 to explain new words or grammar in the TL or L2 </li></ul><ul><li>The acquisition of the sentence patterns of TL is through CONDITIONING Shaping and Reinforcement </li></ul>
  • 4. OBSERVATIONS PRINCIPLES <ul><li>T introduces a dialogue. </li></ul><ul><li>T uses L2. Pictures, actions, etc are used to give meaning. </li></ul><ul><li>T introduces drills and corrects mispronunciation (modelling). </li></ul><ul><li>S repeat the dialogue many times. </li></ul><ul><li>S stumble over some lines. T uses a backward build-up drill. </li></ul><ul><li>Language forms occur within a context (not in isolation). </li></ul><ul><li>L1 and L2 have separate linguistic systems. They are kept apart to prevent interference. </li></ul><ul><li>T is the model of TL . </li></ul><ul><li>LL is a process of habit formation. +repetition = stronger habit + greater learning. </li></ul><ul><li>T should prevent S from making errors lead to bad habits. </li></ul>
  • 5. <ul><li>T makes a chain drill (S greet one another). </li></ul><ul><li>T uses single and multiple slot substitution drills. </li></ul><ul><li>T gives positive feedback when S answer correctly. </li></ul><ul><li>T uses spoken and pictures cues. </li></ul><ul><li>T conducts transformation and question- answer drills. </li></ul><ul><li>T poses the questions to them rapidly. </li></ul><ul><li>Meaningful LL S should learn how to use it to communicate. </li></ul><ul><li>Parts of speech occupy particular slots in sentences. S must learn which part of speech occupies which slot. </li></ul><ul><li>reinforcement helps S to develop correct habits. </li></ul><ul><li>S learn to respond to verbal/non-verbal stimuli. </li></ul><ul><li>Pattern practice helps S to form habits so, they can use them. </li></ul><ul><li>S should overlearn answer automatically. </li></ul>
  • 6. <ul><li>T provides cues, gives encouragement, directs, etc. </li></ul><ul><li>New Vocab. is introduced within the dialogue It is limited. </li></ul><ul><li>Grammar rules. Grammatical points are taught through examples and drills. </li></ul><ul><li>T makes a contrastive analysis between L1 and L2. It helps her to identify where S will have trouble. </li></ul><ul><li>T should be like an orchestra leader. </li></ul><ul><li>1º S should acquire structural patterns ; 2º Vocabulary </li></ul><ul><li>L1=L2 Grammar rules are figured out and induced from examples. No need of memorization. </li></ul><ul><li>S must overcome habits of their L1. Contrastive analysis will tell the T in which areas S will have more difficulties. </li></ul>
  • 7. <ul><li>T writes the dialogue on the blackboard. S do limited written work. </li></ul><ul><li>T prepares a Supermarket game, discussion of American Supermarket and Football. </li></ul><ul><li>Speech is more basic to Language that the written form. The order of the Macroskills is: Listening, Speaking , Reading and Writing. </li></ul><ul><li>Language cannot be separated from Culture. T has to present information about that culture. </li></ul>
  • 8. <ul><li>What are the goals of T who use the Audio-Lingual Method? </li></ul><ul><li>T uses TL communicatively. T thinks that the S need to </li></ul><ul><li>overlearn TL and use it automatically. </li></ul><ul><li>What is the role of the T? and the S` role? </li></ul>T is an orchestra leader and she provides a good model for imitation. S are imitators of the T`s model. They follow her instructions. <ul><li>What is the nature of S-T / S-S interaction? </li></ul>Mainly is T-S interaction. T is the initiator. There is S-S interaction in chain drills however, it is T- directed.
  • 9. <ul><li>What are some characteristics of the teaching/ learning process? </li></ul><ul><li>New vocabulary and structural patterns are presented </li></ul><ul><li>through dialogues (imitation and repetition drills). Grammar </li></ul><ul><li>is induced from examples. Cultural info. is contextualized. </li></ul><ul><li>Reading and Writing are based upon oral work. </li></ul><ul><li>How are the feelings of the S dealt with? </li></ul>There are no principles related to this area. <ul><li>How is the language/ culture viewed ? </li></ul>Language View Descriptive Linguistics. Everyday speech is emphasized and culture consists of everyday behavior and lifestyle of the TL speakers.
  • 10. <ul><li>What language areas/skills are emphasized? </li></ul><ul><li>Vocabulary is kept to a minimum while S are mastering the </li></ul><ul><li>sound system and grammatical patterns. </li></ul><ul><li>The natural order of skills is listening, speaking, reading, and </li></ul><ul><li>writing. Pronunciation is taught from the beginning. </li></ul><ul><li>What is the role of S` L1? </li></ul>TL is used all the time instead in order to avoid possible interference of the L1. <ul><li>How is evaluation accomplished? </li></ul>Test would be a discrete-point in nature. Each question on the test would focus on only one point of the language at a time.
  • 11. BLIBLIOGRAPHY <ul><li>Larsen- Freeman. Techniques and Principles in Language Teaching. Oxford University Press. 2nd Edition </li></ul>

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