This slides discuss about the nature of language, the nature of learning and the nature of language learning. In addition, this slides discuss about method and techniques in language teaching and learning.
This slides discuss about the nature of language, the nature of learning and the nature of language learning. In addition, this slides discuss about method and techniques in language teaching and learning.
audio lingual method, also known as the army method, is a language teaching method that was created after the seond world war. the audio lingual method is known for its use of a variety of drills (repetition drills, transformation drills, substitution drills ...) as well as emphasizing speaking and listening. This method is based on habit formation and the idea that through repetition and reinforcement students can learn the language rapidly, hense the drills.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. THE AUDIOLINGUAL METHOD
BY: GHOLAMABBASS SHAHEIDARI
Date: Winter, 1997
1. Background
A glance through the past century of language teaching gives an interesting
picture of various methodologies in the field of foreign language teaching. The
sudden break-out of World War II heightened the need for proficient language
speakers. The US Army provided fund for specific language courses that focused on
aural-oral skills under the program called Army Specialized Training Program
(ASTP). Many American universities contributed to this program. Financial
support for language research and development resulted from the National Defense
Education Act (NDEA 1957) contributed to the development of audiolingualism.
2. Theoretical Foundation
This approach to language teaching has the roots of its theoretical
assumptions based on logical positivism and empiricism as the dominant philosophy
of science of the time and consequently using the scientific method.
The linguistic theory behind this method was a version of structural
linguistics known as American Structuralism or descriptivism, founded by the
famous American linguist, Leonard Bloomfield, with its important tenets of the
separation of the levels of linguistic representation and primacy of speech over
written form of the language. Contrastive linguistics and the scientific approach to
language analysis enhanced the scientific approach to foreign language teaching and
learning.
The founders of the Audiolingualism Method, Lado, Fries, and others, not
only possessed a convincing and powerful linguistic theory but also worked under
the influence of the prominent school of psychology- the behavioral psychology. The
psychology of learning, according to this view- point disregards intentions, the
thinking, the conscious planning and the internal process of the learner. It
emphasizes the externally observable responses (R) to specific stimuli (S), among
which need mention, the classical conditioning of Pavlov and the 'operant
conditioning' of great American linguist B.F. Skinner. Reinforcement plays a vital
role in these S-R theories, whereas learners are considered 'organisms'. The
stimulus serves as a tool to elicit a response, and consequently the appropriate
response is enforced while the inappropriate response is suppressed.
Language mastery is represented as acquiring a set of appropriate language
stimulus-response chains. Foreign language learning is basically considered as a
process of mechanical habit formation. The focus is on the mastery of phonological
and grammatical structures and the sequence is assumed to start with phonological
level and end up with sentence level. The learning principles include habit-
2. formation, aural-oral, analogy and learning meaning in linguistic and cultural
context. Speech is more basic to language than the written form.
3. Design
Since Audiolingualism was theoretically based on the dominant linguistic and
learning theory of the time, it demanded a complete reorientation of the foreign
language curriculum. As for its objectives, two types of objectives were
distinguished, those of the short-term and those of the long-term. The short-term
objectives include, as Brooks (1964) has stated, "training in listening
comprehension, accurate pronunciation, recognition of speech symbols and
reproduction of these symbols in writing. Whereas the long-term objectives include
mastery of native-like language.
The Audio-lingual Method benefits from an analytic, structure-based and
linguistic syllabus to language teaching. The syllabus contains key items of
phonology, morphology and syntax arranged according to their order of
presentation, which may have been derived from a contrastive analysis L1 and L2.
Vocabulary syllabus id graded into three levels; elementary, intermediate, and
advanced. The order that language skills are presented is listening, speaking,
reading, and writing.
The learning process is viewed as one of habituation and conditioning
without the intervention of any intellectual analysis. The activities of teaching and
learning process follow a hierarchy; recognition, discrimination, imitation,
repetition and memorization. Dialogs are viewed as the core of an audio-lingual
lesson and much time is allotted to repetition and memorization of the dialog.
Another distinctive feature of audiolingualism is the active use of drills and pattern
practice. These drills include free response, directed discourse, single and multiple-
slot substitution, transformation, repetition and expansion. They are adaptations of
the dialog with a more personal application to the students' own situation and will
provide further consolidation of learning and give opportunity for more flexible use
of material. However, some audio-lingual text writers prefer to develop drills on
structures different from those in the dialogs, believing in this way they can provide
a more logical development of basic language requirements. Students are
systematically introduced to the reading of the printed script after oral work. In
more advanced stages, attention turns more and more to reading materials of well-
written passages, carefully chosen for the level of difficulty of language. Writing is
imitative in early stages, while in higher stages written composition provides
students with further opportunities to use the material they have learned in a more
individual fashion.
In accordance with the theoretical assumptions of learning underlying the
method, learners are considered as reactive and imitator organisms. They are
interaction initiators, respond to and perform controlled tasks, and have no control
over content, pace and style of learning.
Teacher like an orchestra leader has a central, active and dominant role who
models, controls, monitors, corrects, introduces, sustains and harmonizes all four
skills and active verbal interaction between teacher-learner and learner-learner.
3. Teaching materials are teacher-oriented aiming at the development of
language mastery. In the early stages, students' textbooks are not available and
students may copy some of the course elements which they have listened to, repeated
and responded. Later text books containing dialogs and cues for drills and exercises
are provided. Tape recorders and audiovisual equipment play an important role in
audio-lingual classes.
Evaluation in audio-lingual classes is based on learner's performance on
discrete-point tests and also on learner's class activity.
4. Procedures
The process of instruction follows an implicit strategy of learning rather than
an explicit one. As mentioned earlier, this method acts according to a sequence of
recognition, discrimination, imitation, repetition and memorization procedure. It is
an inductive teaching and learning method. Extensive oral practice in a target
language-dominant class is the focus of instruction and the use of the mother tongue
is discouraged.
5. Assessments
As it is with any other method, audio-lingual method has strength and
weaknesses. It is the only method so far based on the dominant linguistic and
learning theory of its age. It has emphasized accurate pronunciation and enhanced
auditory memory and listening comprehension at native speed and speed of speech.
Amongst its weaknesses which need mention here are; over-abundance and
excessive dependence on skills and lack of variety of activity and real language
practice. Since its underlying theoretical assumptions considered the role of the
external processing of learning superior to that of internal processing, assumed as
irrelevant or secondary, they were strongly questioned and doubted. This,
consequently, led to the decline of audiolingualism. However, it has been modified,
undergone profound changes and is still practiced eclectively throughout the world
and some of the so-called new methods such as versions of communicative language
teaching use its rich and ripe techniques.
4. REFERENCES
Brown, H.D. (1987). Principles of Language Learning and Teaching. Eaglewood
Cliff, N.J.: Prentice Hall Inc.
Byrns, D. (1969). English Teaching Extracts. London: Longman.
Cook, V. (1991). Second Language Learning and Teaching. London: Edward
Arnold.
Ellis, R. (1986). Understanding Second Language Acquisition. Oxford: OUP.
James, C. (1980). Contrastive Analysis. Essex: Longman.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. New
York: OUP.
McLaughlin, B. (1987). Theories of Second Language Learning. Edward Arnold.
Richards, J.C. & Rodgers, T.S. (1986) Approaches and Methods in Language.
Cambridge: CUP.
Rivers, W.M. (1981). Teaching Foreign Language Skills. Chicago: University of
Chicago Press.
Spolsky, B. (1989) Conditions for Second Language Learning. OUP.
Stern, H.H. (1983). Fundamental Concepts of Language Teaching. OUP.
Widdowson, H.G. (1990). Aspects of Language Teaching. CUP.