Audio visual method

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Audio visual method

  1. 1. Teaching ESL by Audio- Lingual Method Course: EDPE 3018 Prof . Laureano By: Esther Camacho Ada Ríos Wildallie Rodríguez
  2. 2. <ul><li>History </li></ul><ul><li>Before World War II there was 3 method </li></ul><ul><li>a) a modified direct method approach </li></ul><ul><li>b) a reading approach </li></ul><ul><li>c) reading – oral approach </li></ul><ul><li>Problems with the 3 methods: </li></ul><ul><li>They lacked standardization of vocabulary and grammar </li></ul><ul><li>No one can agree what’s important to teach for beginning, intermediate or advance learners </li></ul><ul><li>Basically, they lacked structure. </li></ul>
  3. 3. <ul><li>The US government needed people who were fluent in other languages (German, French, Italian, etc), to work as interpreters and translators. That’s why American universities create foreign language programs for military personnel. That way learners will become conversationally proficient in several languages </li></ul>World War II changed everything
  4. 4. Theory of learning Behaviorism, including the following principles: <ul><li>language learning is habit-formation </li></ul><ul><li>mistakes are bad and should be avoided, as they make bad habits </li></ul><ul><li>language skills are learned more effectively if they are presented orally first, then in written form </li></ul><ul><li>analogy is a better foundation for language learning than analysis </li></ul><ul><li>the meanings of words can be learned only in a linguistic and cultural context </li></ul>
  5. 5. <ul><li>accurate pronunciation and grammar </li></ul><ul><li>ability to respond quickly and accurately in speech situations </li></ul><ul><li>knowledge of sufficient vocabulary to use with grammar patterns </li></ul>Here are some of the objectives of the audio-lingual method:
  6. 6. <ul><li>The syllabus </li></ul><ul><li>Audiolingualism uses a structural syllabus </li></ul><ul><li>Types of learning techniques and activities </li></ul><ul><li>dialogues </li></ul><ul><li>drills </li></ul>
  7. 7. Here is a typical procedure in an audio-lingual course Procedure <ul><li>Students hear a model dialogue </li></ul><ul><li>Students repeat each line of the dialogue </li></ul><ul><li>Certain key words or phrases may be changed in the dialogue </li></ul><ul><li>Key structures from the dialogue serve as the basis for pattern drills of different kinds. </li></ul><ul><li>The students practice substitutions in the pattern drills </li></ul>
  8. 8. <ul><li>Activities: </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  9. 9. <ul><li>. </li></ul><ul><li>Final activity </li></ul><ul><li>The Alphabet Game: The teacher picks a category, such as the supermarket. Then the first student says, &quot;I am going to the supermarket. I need a few apples.&quot; (The first student names something beginning with A.) The second student says, &quot;I am going to the supermarket. I need a few apples and I need a few bananas.&quot; The game continues in this manner with each consecutive student adding an item beginning with the next letter after repeating the items named before their own. </li></ul>
  10. 10. References: www.saskschools.ca/curr_content/hutt/esl/al method .htm www.tcnj.edu/~eslsla/ Method ologies/ Audiolingual .html

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