Audiolingualmethod

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Audiolingualmethod

  1. 1. AUDIO LINGUAL METHOD
  2. 2. IKE HENI RikaATIN Syaikhu
  3. 3. Contents of presentation  Back ground  Approach, design & procedure  The Decline of ALM
  4. 4.  The entry of the U.S into world war II COLEMAN report
  5. 5.  The U.S Government Necessary ASTP Army Specialized Training ProgramDr. Charles Fries(1939)Michigan University.
  6. 6. Theory of Language Structuralism:- Rule-govered way- Structural Level (phonetic, phonemic, morphological, syntax.- Behaviour
  7. 7. Theory of learning Process of mechanical habit formation. Skills are effective in a spoken way. Analogy provides better fundation than analysis Drills to form better analogies. Linguistics and culture.
  8. 8. Design Objectives Learner Roles; Teacher Roles; Types of & Role of learning & DESIGN teaching instructional materials activities Syllabus
  9. 9. Objective Short- Long- Focus oral/ speaking skill Term term Accuracy • Major phonological Control of features of the structure: target language Natives-alike sound, form, order • Use of key Fluency grammatical patterns Acquaintance with vocabulary Sufficient Vocabulary Meaning
  10. 10. SyllabusLinguistic Lexical syllabus syllabus Basic phonology vocabulary items morphology syntax
  11. 11. Types of learning and TeachingActivities Repetition  Transformation Inflexion  Intergration Replacement  Rejoinder Restatmen Complention Transposition Restoration Expansion Contraction
  12. 12. Central & Active  Reactive  Teacher-dominatedresponding to stimuli method Modeling; Controlling Little control over direction & pace ofcontent, pace, & style learning; monitoring of learning & correcting learners’ performance Leaner & Teacher roles
  13. 13. Learner’s role
  14. 14. Teacher’s role
  15. 15. The role of instructionalmaterials Books Tape recorders Audiovisual Language laboratory
  16. 16. Procedure Presentation (new structure /Pronunciation vocabulary) Reading Revision Drilling
  17. 17. The decline of audiolingualism  Reached its period of most widespread use in 1960.  Attaqued as being unsound in language and learning terms.  Professionals had short expectations in results.  Unable to transfer skills  Boring and unsatisfying  Chomsky’s theory

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