leaning method

1. BackgroundBackground
Started after II WW, USA.Started after II WW, USA.
In II WW, due to the Pearl HarbourIn II WW, due to the Pearl Harbour
Event, America had been involvedEvent, America had been involved
into world conflicts.into world conflicts.
There were the needs for differentThere were the needs for different
languages specialists in the army.languages specialists in the army.
First used in National DefenseFirst used in National Defense
Language College, USA.Language College, USA.

2. LanguageLanguage
Charles Fries of the Uni. Of Michigan ledCharles Fries of the Uni. Of Michigan led
the way in applying principles fromthe way in applying principles from
structural linguisticsstructural linguistics in developing thein developing the
method. (Language is consisted withmethod. (Language is consisted with
phonetics, lexicon, patterns, syntax)phonetics, lexicon, patterns, syntax)
Later on,Later on, behavioral psychologybehavioral psychology (Skinner(Skinner
1904-1990) were incorporated. (stimuli1904-1990) were incorporated. (stimuli ––
response-shaping- reinforcement-habitresponse-shaping- reinforcement-habit
foeming)foeming)
Learners could overcome the habits ofLearners could overcome the habits of
native language and form the new habitsnative language and form the new habits
of target language.of target language.

3. TeachingTeaching
An oral-based approach.An oral-based approach.
Attentively listening.Attentively listening.
Memorize the dialogueMemorize the dialogue
(conversation).(conversation).
Instructions are in target language.Instructions are in target language.
Using tape/CD/DVD player andUsing tape/CD/DVD player and
language labs.language labs.

4. Teaching Procedure.1Teaching Procedure.1
(example)(example)
Listen (more than once) to a conversation.Listen (more than once) to a conversation.
Have classHave class repeatrepeat each line. (severaleach line. (several
times)times)
UseUse backward build-up drillbackward build-up drill..
Ss adopt the role of the conversation andSs adopt the role of the conversation and
dialogue with the teacher.dialogue with the teacher.
Repetition drill- mimic the teacherRepetition drill- mimic the teacher’’ss
model.model.
Chain drill- 1/ Ss have opportunities to sayChain drill- 1/ Ss have opportunities to say
his/her lines. 2/ let Ss use expression tohis/her lines. 2/ let Ss use expression to
communicate.communicate.

5. Teaching Procedure.2Teaching Procedure.2
(example)(example)
Substitute drill- Use theSubstitute drill- Use the cuecue..
Transformation drill- e.g. changeTransformation drill- e.g. change
affirmative sentences to negativeaffirmative sentences to negative
sentences; active- passivesentences; active- passive
Through actions and examples, SsThrough actions and examples, Ss
have learned to answer Qs followinghave learned to answer Qs following
for the pattern T modeled.for the pattern T modeled.

6. Backward build-up drillBackward build-up drill
T: Repeat after me: post office.T: Repeat after me: post office.
C: Post office.C: Post office.
T: To the post office.T: To the post office.
C: To the post office.C: To the post office.
T: Going to the post office.T: Going to the post office.
C: Going to the post office.C: Going to the post office.
T: IT: I’’m going to the post office.m going to the post office.
C: IC: I’’m going to the post office.m going to the post office.

7. Substitute drill- Use theSubstitute drill- Use the cuecue..
Reciting the line from the dialogue,Reciting the line from the dialogue,
‘‘II’’m going to the post office.m going to the post office.’’
1. single-slot substitution drill:1. single-slot substitution drill:
T shows the picture of theT shows the picture of the bankbank and says,and says, ‘‘thethe
bankbank’’ (cue), pause, then says,(cue), pause, then says, ‘‘II’’m going to them going to the
bank.bank.’’
2. multiple-slot substitution drill:2. multiple-slot substitution drill:
T:T: ‘‘sheshe’’
S:S: ‘‘She is going to the post office.She is going to the post office.’’
T:T: ‘‘ to the parkto the park’’
S:S: ‘‘She is going to the park.She is going to the park.’’

8. Transformation drillTransformation drill
T:T: ‘‘They are going to the bank.They are going to the bank.’’
C:C: ‘‘Are they going to the bank?Are they going to the bank?’’
T:T: ‘‘Are you going to the library?Are you going to the library?’’ (show(show
the picture)the picture)
C:C: ‘‘Yes, IYes, I’’m going to the library.m going to the library.’’

9. ActivitiesActivities
DialogueDialogue
Pattern drillsPattern drills
Application activitiesApplication activities

10. Principles (1)Principles (1)
Use target language- Ss native lang.Use target language- Ss native lang.
should interferes as little as possible withshould interferes as little as possible with
Ss attempts to acquire the target lang.Ss attempts to acquire the target lang.
Modeling- teacherModeling- teacher’’s role as the model ofs role as the model of
the target lang. (the target lang. (Be a good modelBe a good model!)!)
Ss repeat the dialogue- lang. learning is aSs repeat the dialogue- lang. learning is a
process of habit formation.process of habit formation.
Errors corrected immediately to preventErrors corrected immediately to prevent
forming a bad habit.forming a bad habit.

11. Principles (2)Principles (2)
Single/multiple-slot drills- learn partsSingle/multiple-slot drills- learn parts
of speech.of speech.
Spoken/picture cues- Ss should learnSpoken/picture cues- Ss should learn
verbal/non verbal stimuli.verbal/non verbal stimuli.
Transformation/Q&A drills- PatternTransformation/Q&A drills- Pattern
practice enable Ss to form habits.practice enable Ss to form habits.
T poses the Qs rapidly- Ss learn toT poses the Qs rapidly- Ss learn to
answer automatically withoutanswer automatically without
thinking.thinking.

12. Principles (3)Principles (3)
Limited vocabulary is introduced-acquireLimited vocabulary is introduced-acquire
structure pattern and then vocabulary.structure pattern and then vocabulary.
No grammar rules- the rules will figured outNo grammar rules- the rules will figured out
from examplesfrom examples
Contrastive analysis- to overcome the SsContrastive analysis- to overcome the Ss
habits of their native lang.habits of their native lang.
Limited written work- like natural order ofLimited written work- like natural order of
learning native lang.; listening, speaking,learning native lang.; listening, speaking,
reading, writing.reading, writing.
Culture game- lang. is not only literature, butCulture game- lang. is not only literature, but
also the everyday behavior.also the everyday behavior.