The audio lingual method


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The audio lingual method

  1. 1. The Audio-Lingual Method (ALM) Özlem ALPAR
  2. 2. Background  Popular during World War II  Also known as “The Army Method” Charles C. Fries  “First used in National Defense Language College, USA.1” 1
  3. 3. Background
  4. 4. The audio-lingual method  Learning Theory  BEHAVIORISM  Stimulus  Response  Reinforcement  LISTENINGSPEAKINGREADINGWRITING  Theory of Language STRUCTURALISM
  5. 5. The audio-lingual method –in class-
  7. 7. The goals of teachers?  The usage of the target language  COMMUNICATIVELY  AUTOMATICALLY –without stopping to think-  Form new habits in the TG and overcome the old habits of their native language.
  8. 8. The role of the teacher? “ORCHESTRA LEADER”  Directing and controlling the language behavior of the students.  A good model for imitation.
  9. 9. The role of the students?  Imitators of the teacher’s model.  Follow the teacher’s directions and respond as rapidly as possible!
  10. 10. The role of the students’ native language?  It shouldn’t be used since it interferes with the students’ attemps to master the target language.
  11. 11. Some characteristics of the teaching/learning process?  New vocabulary and structural patterns are presented through dialogs.  Dialogs learned through imitation and repetition.  Drills and positive reinforcements are used.  Grammar is introduced from the examples, NOT explicitly.
  12. 12. The nature of student-teacher and student-student interactions?  Most interaction is between teacher and students.  Student-student interaction:  Chain drills  Roles in dialogs.  But still teacher-directed…
  13. 13. How are the feelings of the students dealt with?  There are NOT any principles of the method that relate to this area…
  14. 14. How is the language and the culture viewed?  Every language is seen as having its own unique system.  Culture consists of the everyday behavior and lifestyle of the target language speakers.
  15. 15. How is the evaluation accomplished?  The answer is NOT obvious, no formal test.  Distinguish between words in a minimal pair or supply an appropriate verb form in a sentence??
  16. 16. How does the teacher respond to student errors?  Error Formation of bad habits. They must be avoided!!!
  17. 17. Syllabus  Contains key items of phonology (language sounds), morphology(word structure) and syntax (language structure and phrasal hierarchies)  For basic vocabulary itemsa lexical syllabus  First teach how to say orally  then reading,writing  Not a native speaker??  language tapes!
  18. 18. Limitations  No creativity. Only focuses on imitation and repetition.  Students’ intellectual capacity?  Is not meaningful  All the learners are the same???  Feelings???
  19. 19.  Paul: Bonjour madame!  Sylvie: Bonjour monsieur...  P: Comment vous vous appelez?  S: Je m'appelle Sylvie. Et vous?  P:Je m'appelle Paul. Enchanté  S: Enchanté.