audio lingual method sany
•
3 likes•1,438 views
The Audio Lingual Method (ALM) was developed during World War II to quickly teach American soldiers foreign languages for military purposes. Known as the "Army Method", ALM combines structural linguistics, contrastive analysis, aural-oral training, and behaviorism. It focuses on intensive oral practice of language patterns through repetition and substitution drills to increase communication ability in a short time period. The learner plays a reactive role, responding to teacher-led stimuli, while the teacher maintains an active, central role in varying drills and tasks. ALM was first named by Professor Nelson Brooks in 1964.
Report
Share
Report
Share
Recommended
Audio Lingual Method rizzo-simón
This document describes the Audio-Lingual Method (ALM) of foreign language teaching. It discusses how ALM uses repetition drills, dialogues, and a focus on oral skills to teach grammar patterns and help students form new habits in the target language. Student interaction is teacher-directed and occurs through drills like chain drills. Errors are avoided, the target language is used exclusively, and testing is discrete-point in nature.
The audio lingual method
The Audio-Lingual Method is a method for teaching language that focuses on listening and speaking skills through repetition of dialogues. It is based on principles of structural linguistics and behavioral psychology. Key techniques include drilling dialogues, chain drills, substitution drills, and transformation drills to help students master the patterns and structures of the target language through repetition and habit formation.
The audio lingual method
The Audio-Lingual Method was developed in the 1950s-1960s and was based on behaviorist theories of language learning. It focused on repetition and drilling of dialogs to make responses automatic. Key principles included using drills to teach dialog lines and repeating the language as accurately and quickly as possible. Techniques included backward build-up drills, dialog memorization, chain drills, multiple-slot substitution drills, transformation drills, and question/answer drills to reinforce sentence patterns through repetition.
Audio-lingual method by Ablimitova Nargiza
The Audio Lingual Method (ALM), also known as the "Army Method", was introduced in the United States in the 1940s to teach language. It focuses on accurate pronunciation, quick response in speech, and sufficient vocabulary through repetition, imitation of the teacher, and practicing grammar patterns without translation. The teacher acts as the leader providing models for students to repeat, replace words in sentences, rephrase sentences, and change word forms through inflection. While ALM keeps students active and improves speaking skills, it is disadvantageous as it can turn students into "parrots" through repetition without developing grammar skills or creativity.
Audio lingual approach1
The Audio-Lingual Method emerged in the United States after World War II due to a need for language specialists in the military. It was based on behaviorist theory that language learning involves habit formation through repetition and memorization. Under this approach, students learn through drills like repetition, substitution and transformation without understanding the meaning of what they are saying. The teacher controls the class, modeling language and correcting students, while students play a reactive role responding to drills.
Direct and audiolingual method (jean romo)
The direct method focuses on learning a second language naturally without translation. Classroom instruction is exclusively in the target language to develop communicative competence. The teacher encourages direct use of the foreign language and replaces textbooks in early stages, while students learn to think and communicate in the target language. Materials include pictures and images to help students understand meaning.
The audiolingual method trains listening, pronunciation, and writing skills through mechanical habit formation. The teacher controls the direction and monitors performance to develop abilities, while students react to stimuli with little control over learning. Tape recorders and audiovisual tools are central to developing language mastery without textbooks.
Ch 4 the audio lingual method
The Audio-Lingual Method was a language teaching method influenced by behaviorist psychology that claimed to transform language teaching into a science. It was based on intensive oral drilling of basic language patterns and contrastive analysis to predict and address learning difficulties. Language learning was viewed as habit formation through stimulus-response conditioning techniques like repetition drills. While it was a dominant method in the 1950-60s, it declined in popularity due to criticism of its behaviorist underpinnings and rejection of the idea that language learning is imitation rather than creative use of internalized competence.
Audio lingual method beny i.n. nadeak, s.pd
The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
Recommended
Audio Lingual Method rizzo-simón
This document describes the Audio-Lingual Method (ALM) of foreign language teaching. It discusses how ALM uses repetition drills, dialogues, and a focus on oral skills to teach grammar patterns and help students form new habits in the target language. Student interaction is teacher-directed and occurs through drills like chain drills. Errors are avoided, the target language is used exclusively, and testing is discrete-point in nature.
The audio lingual method
The Audio-Lingual Method is a method for teaching language that focuses on listening and speaking skills through repetition of dialogues. It is based on principles of structural linguistics and behavioral psychology. Key techniques include drilling dialogues, chain drills, substitution drills, and transformation drills to help students master the patterns and structures of the target language through repetition and habit formation.
The audio lingual method
The Audio-Lingual Method was developed in the 1950s-1960s and was based on behaviorist theories of language learning. It focused on repetition and drilling of dialogs to make responses automatic. Key principles included using drills to teach dialog lines and repeating the language as accurately and quickly as possible. Techniques included backward build-up drills, dialog memorization, chain drills, multiple-slot substitution drills, transformation drills, and question/answer drills to reinforce sentence patterns through repetition.
Audio-lingual method by Ablimitova Nargiza
The Audio Lingual Method (ALM), also known as the "Army Method", was introduced in the United States in the 1940s to teach language. It focuses on accurate pronunciation, quick response in speech, and sufficient vocabulary through repetition, imitation of the teacher, and practicing grammar patterns without translation. The teacher acts as the leader providing models for students to repeat, replace words in sentences, rephrase sentences, and change word forms through inflection. While ALM keeps students active and improves speaking skills, it is disadvantageous as it can turn students into "parrots" through repetition without developing grammar skills or creativity.
Audio lingual approach1
The Audio-Lingual Method emerged in the United States after World War II due to a need for language specialists in the military. It was based on behaviorist theory that language learning involves habit formation through repetition and memorization. Under this approach, students learn through drills like repetition, substitution and transformation without understanding the meaning of what they are saying. The teacher controls the class, modeling language and correcting students, while students play a reactive role responding to drills.
Direct and audiolingual method (jean romo)
The direct method focuses on learning a second language naturally without translation. Classroom instruction is exclusively in the target language to develop communicative competence. The teacher encourages direct use of the foreign language and replaces textbooks in early stages, while students learn to think and communicate in the target language. Materials include pictures and images to help students understand meaning.
The audiolingual method trains listening, pronunciation, and writing skills through mechanical habit formation. The teacher controls the direction and monitors performance to develop abilities, while students react to stimuli with little control over learning. Tape recorders and audiovisual tools are central to developing language mastery without textbooks.
Ch 4 the audio lingual method
The Audio-Lingual Method was a language teaching method influenced by behaviorist psychology that claimed to transform language teaching into a science. It was based on intensive oral drilling of basic language patterns and contrastive analysis to predict and address learning difficulties. Language learning was viewed as habit formation through stimulus-response conditioning techniques like repetition drills. While it was a dominant method in the 1950-60s, it declined in popularity due to criticism of its behaviorist underpinnings and rejection of the idea that language learning is imitation rather than creative use of internalized competence.
Audio lingual method beny i.n. nadeak, s.pd
The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
The audio lingual method
This document discusses the audiolingual method of language teaching. It originated from World War 2 training programs and structural linguistics theory combined with behaviorist psychology. The method focuses on repetition drills, memorization, and aural-oral skills to form mechanical habits. Language skills are taught sequentially from listening, speaking, reading and writing. Teachers use dialogs, drills, and audiovisual equipment while students respond to stimuli with the goal of immediate, accurate speech. The method declined in popularity due to criticisms that its foundations in language and learning theories were unsound and it produced no practical results, replaced later by theories like transformational grammar.
Additional resource for audio lingual method
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
The audio lingual method
The Audio-Lingual Method was developed in 1945 at the University of Michigan as an oral-based language teaching approach. It focuses on drilling students in grammatical sentence patterns through repetition and imitation exercises. The teacher controls the class like an orchestra leader, providing a model for students to mimic. Students are expected to automatically use the target language without relying on their first language. A variety of drills and exercises are used, including dialog memorization, substitution drills, and question-answer practice. While it aims to improve pronunciation and grammar, critics argue it reduces higher-order thinking.
Audio lingual method
The audio-lingual method is a style of teaching foreign languages that focuses on speaking and listening skills over reading and writing. It involves memorizing dialogs through repetition and does not include explicit grammar instruction. The main goals are for students to be able to understand spoken language at normal speed, speak with good pronunciation and grammar, and understand printed materials. Lessons follow specific procedures including modeling dialogs, drilling key structures, and practicing translation as a later exercise. Activities emphasize repetition, replacement, and transformation of language patterns through drills.
Grammar translation method correcta
The grammar translation method is derived from teaching classical languages like Greek and Latin. It requires students to translate whole texts word by word between their native language and the target language. There is much emphasis on memorizing grammatical rules, vocabulary lists, and exceptions. Classroom interaction primarily involves the teacher instructing students through questions and translation exercises, with less focus on speaking and listening practice in the target language.
Audio lingual method Silent Way
The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
Grammar translation method presentation
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
The grammar translation method
This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.
Grammar Translation Method
The Grammar Translation method teaches modern languages by applying the same methods used to teach Latin and Greek in the 18th and 19th centuries. It focuses on translating words, phrases, and texts between the target language and the student's native language. While translation allows students to understand meanings and discuss topics with their teacher, it emphasizes reading and writing over speaking abilities and does not allow for natural communication in the target language.
The grammar translation method
This document describes the grammar translation method of teaching foreign languages. It was commonly used in the late 19th and early 20th centuries for teaching Latin and Greek. Key characteristics include using the student's native language for instruction, memorizing isolated vocabulary words, focusing on grammar rules and their application in translation exercises, reading difficult classical texts, and giving little attention to pronunciation. While it helped with mental discipline, it lacked oral practice and creativity in the classroom.
Audio lingual method liza
The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.
Language teaching methods
The document outlines several language teaching methods: the Direct Method teaches entirely in the target language without grammar rules or translation; the Grammar Translation Method focuses on translation and memorizing grammar rules; the Audio-Lingual Method emphasizes dialog practice and habit formation; the Structural Method presents language as a hierarchy of grammatical rules; Community Language Learning builds teacher-student links and uses the mother tongue; Immersion Method teaches other subjects through the target language; Task-Based Learning focuses on interesting tasks to motivate language use; the Natural Approach stresses similarities between L1 and L2 acquisition; and Communicative Language Teaching enables effective communication in various contexts.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
Grammar-Translation Method (GTM) edited by me
Grammar-Translation Method is one of the traditional method which was very popular during 18th and 19th century.
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
Ch 2 the grammar translation method
The three article titles indicate that the Grammar Translation Method (GTM) is still commonly used in Arab English language teaching, despite known criticisms of the approach. GTM traditionally focused on translating between languages, memorizing vocabulary and grammar rules, with an emphasis on reading and writing over communication. However, GTM has been criticized for low student motivation and frustration, overlooking the communicative nature of language, and limited application in multilingual classrooms. The document discusses the history, objectives, principles, techniques and criticisms of GTM through references to previous literature on the topic.
TEFL ( Grammar Translation Method)
Hello guys, This is my presentasion about GTM, TEFL
Please, Read a lot and make sure that you are understand it.
Check it out !
The Audio-Lingual Method and Drilling by maulida faradila
The document discusses the Audio-Lingual Method (ALM) of foreign language teaching. It provides a history of ALM from World War II to its development by Charles Fries. The key principles of ALM are using the target language exclusively, modeling, immediate error correction, and the use of spoken and visual cues. Teachers lead drills and questions rapidly, with no explanation of grammar rules and limited written work. The goal is to build pronunciation, comprehension, vocabulary, response ability, and language learning habits. Teachers direct students as orchestra leaders, while students follow directions and respond accurately as model speakers. Techniques include dialogue memorization, expansion drills, repetition drills, translation drills, and transformational drills
4.3.1 total physical response tpr definitivo
This document discusses the advantages and disadvantages of using Total Physical Response (TPR) as a language teaching method, and provides examples of TPR activities. The key advantages are that TPR is fun, easy to implement, does not require much preparation, is good for vocabulary learning, works for classes of any size, and is effective for teenagers and young learners. However, it is not very creative and does not allow students to express their own views. The activities described are Simon Says, a school race, using theatre techniques, and action songs.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and examples, allowing students to practice pronunciation through peer correction. Some techniques include using rods, word charts, and structured feedback. While it allows for student autonomy and interaction, teachers must be clear in objectives and some students may struggle without direct guidance.
More Related Content
What's hot
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
The audio lingual method
This document discusses the audiolingual method of language teaching. It originated from World War 2 training programs and structural linguistics theory combined with behaviorist psychology. The method focuses on repetition drills, memorization, and aural-oral skills to form mechanical habits. Language skills are taught sequentially from listening, speaking, reading and writing. Teachers use dialogs, drills, and audiovisual equipment while students respond to stimuli with the goal of immediate, accurate speech. The method declined in popularity due to criticisms that its foundations in language and learning theories were unsound and it produced no practical results, replaced later by theories like transformational grammar.
Additional resource for audio lingual method
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
The audio lingual method
The Audio-Lingual Method was developed in 1945 at the University of Michigan as an oral-based language teaching approach. It focuses on drilling students in grammatical sentence patterns through repetition and imitation exercises. The teacher controls the class like an orchestra leader, providing a model for students to mimic. Students are expected to automatically use the target language without relying on their first language. A variety of drills and exercises are used, including dialog memorization, substitution drills, and question-answer practice. While it aims to improve pronunciation and grammar, critics argue it reduces higher-order thinking.
Audio lingual method
The audio-lingual method is a style of teaching foreign languages that focuses on speaking and listening skills over reading and writing. It involves memorizing dialogs through repetition and does not include explicit grammar instruction. The main goals are for students to be able to understand spoken language at normal speed, speak with good pronunciation and grammar, and understand printed materials. Lessons follow specific procedures including modeling dialogs, drilling key structures, and practicing translation as a later exercise. Activities emphasize repetition, replacement, and transformation of language patterns through drills.
Grammar translation method correcta
The grammar translation method is derived from teaching classical languages like Greek and Latin. It requires students to translate whole texts word by word between their native language and the target language. There is much emphasis on memorizing grammatical rules, vocabulary lists, and exceptions. Classroom interaction primarily involves the teacher instructing students through questions and translation exercises, with less focus on speaking and listening practice in the target language.
Audio lingual method Silent Way
The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
Grammar translation method presentation
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
The grammar translation method
This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.
Grammar Translation Method
The Grammar Translation method teaches modern languages by applying the same methods used to teach Latin and Greek in the 18th and 19th centuries. It focuses on translating words, phrases, and texts between the target language and the student's native language. While translation allows students to understand meanings and discuss topics with their teacher, it emphasizes reading and writing over speaking abilities and does not allow for natural communication in the target language.
The grammar translation method
This document describes the grammar translation method of teaching foreign languages. It was commonly used in the late 19th and early 20th centuries for teaching Latin and Greek. Key characteristics include using the student's native language for instruction, memorizing isolated vocabulary words, focusing on grammar rules and their application in translation exercises, reading difficult classical texts, and giving little attention to pronunciation. While it helped with mental discipline, it lacked oral practice and creativity in the classroom.
Audio lingual method liza
The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.
Language teaching methods
The document outlines several language teaching methods: the Direct Method teaches entirely in the target language without grammar rules or translation; the Grammar Translation Method focuses on translation and memorizing grammar rules; the Audio-Lingual Method emphasizes dialog practice and habit formation; the Structural Method presents language as a hierarchy of grammatical rules; Community Language Learning builds teacher-student links and uses the mother tongue; Immersion Method teaches other subjects through the target language; Task-Based Learning focuses on interesting tasks to motivate language use; the Natural Approach stresses similarities between L1 and L2 acquisition; and Communicative Language Teaching enables effective communication in various contexts.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
Grammar-Translation Method (GTM) edited by me
Grammar-Translation Method is one of the traditional method which was very popular during 18th and 19th century.
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
Ch 2 the grammar translation method
The three article titles indicate that the Grammar Translation Method (GTM) is still commonly used in Arab English language teaching, despite known criticisms of the approach. GTM traditionally focused on translating between languages, memorizing vocabulary and grammar rules, with an emphasis on reading and writing over communication. However, GTM has been criticized for low student motivation and frustration, overlooking the communicative nature of language, and limited application in multilingual classrooms. The document discusses the history, objectives, principles, techniques and criticisms of GTM through references to previous literature on the topic.
TEFL ( Grammar Translation Method)
Hello guys, This is my presentasion about GTM, TEFL
Please, Read a lot and make sure that you are understand it.
Check it out !
The Audio-Lingual Method and Drilling by maulida faradila
The document discusses the Audio-Lingual Method (ALM) of foreign language teaching. It provides a history of ALM from World War II to its development by Charles Fries. The key principles of ALM are using the target language exclusively, modeling, immediate error correction, and the use of spoken and visual cues. Teachers lead drills and questions rapidly, with no explanation of grammar rules and limited written work. The goal is to build pronunciation, comprehension, vocabulary, response ability, and language learning habits. Teachers direct students as orchestra leaders, while students follow directions and respond accurately as model speakers. Techniques include dialogue memorization, expansion drills, repetition drills, translation drills, and transformational drills
What's hot (20)
The Audio-Lingual Method and Drilling by maulida faradila
The Audio-Lingual Method and Drilling by maulida faradila
Viewers also liked
4.3.1 total physical response tpr definitivo
This document discusses the advantages and disadvantages of using Total Physical Response (TPR) as a language teaching method, and provides examples of TPR activities. The key advantages are that TPR is fun, easy to implement, does not require much preparation, is good for vocabulary learning, works for classes of any size, and is effective for teenagers and young learners. However, it is not very creative and does not allow students to express their own views. The activities described are Simon Says, a school race, using theatre techniques, and action songs.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and examples, allowing students to practice pronunciation through peer correction. Some techniques include using rods, word charts, and structured feedback. While it allows for student autonomy and interaction, teachers must be clear in objectives and some students may struggle without direct guidance.
Presentation1
TPR (Total Physical Response) is a language teaching method developed by James Asher that uses physical movement to help students learn a new language. The goal of TPR is to develop oral fluency through lessons focused on listening and responding to verbal commands with actions, spending most of class time on listening. Lessons are organized around grammar and verbs, with instructors giving students commands in the target language to walk, sit, or do other physical responses, without speaking.
GLOSSARY
This document defines key terms related to language teaching and learning:
Total physical response (TPR) is a language teaching method developed by James Asher based on observing child language development. The silent period refers to the early stage of second language acquisition where learners do not speak. Drills involve repetitious exercises to teach and perfect a skill. Phonics teaches reading by associating letters with sounds. An approach establishes effective learning environments for individuals with disabilities or impairments. Multiple intelligences sees intelligence as consisting of distinct capacities rather than a single ability.
Total physical response
1) TPR (Total Physical Response) is a language teaching method that uses physical movements and actions to help students understand and learn new vocabulary and grammar structures without speaking.
2) It was developed in the 1960s by James Asher and became popular in the 1970s-1980s. The method is based on how children acquire their first language through listening before speaking.
3) TPR lessons involve the teacher giving commands to students and students responding through physical actions. The goal is to build basic oral proficiency through comprehension before speaking.
Total Physical Respon (TPR)
TPR is a language teaching method that uses physical movement to teach language. The instructor gives commands to the students, who act them out. Key characteristics include coordinating speech and action, using gestures, and having active and engaged students. Typical classroom techniques are giving commands as materials, not basing lessons on grammar, and starting with short simple sentences. Strengths are that it is fun, memorable, and good for kinesthetic learners. A weakness is that shy students may not like it and students can get bored if TPR is overused.
Glosary terminado
The document defines key terms related to language teaching:
- Zone of proximal development (ZPD) refers to a student's potential learning through guidance.
- Total physical response (TPR) uses physical movement to react to language and reduce student stress.
- Language acquisition involves subconscious learning through communication, while language learning uses direct instruction of rules.
- The silent period refers to a time when students are unable or unwilling to communicate orally in a new language.
TPR-Total Physical Response
For the activity you have to tell an story that contain all the vocabulary written in the slides 18-19. You will tell the story except the words written there. One of the students will see the word and will try to make his classmate to guess the words through body language.
Silent way
The Silent Way is a language teaching method that involves students actively in the learning process through concentration, cooperation, and problem-solving. The teacher uses gestures, charts and the blackboard to explain material without speaking, while students remain silent. It is an active and productive method best suited for beginners and young learners, though not all students may pay full attention during the silent process.
Silent w (2)
The Silent Way method developed by Caleb Gattegno in 1970 focuses on students discovering and exploring grammar inductively through cognitive principles. Teachers act as facilitators by using tools like sound/color charts, sentence construction rods, and word charts to guide students to explore and practice the language independently and orally in silence. The goal is for students to become autonomous learners by working first on oral skills and using their errors to further their language learning.
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Audio lingual method liza 2
The Audio Lingual Method emphasizes teaching speaking and listening before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to develop native-like speaking abilities. Key techniques include memorizing dialogs, repetition drills, and ensuring errors are avoided to form good habits. The teacher leads practice and students imitate, with an emphasis on correct pronunciation.
Audio lingual method (Universitas Wahidiyah)
The Audio Lingual Method (ALM) was a language teaching method used in the 1950s-1960s that was influenced by behaviorist psychology and structural linguistics. It focused on having students learn through repetition and imitation of dialogs, with an emphasis on oral skills, grammar patterns, and avoidance of errors. Teachers led various drills for students to practice, like repetition, substitution, and question-answer drills. While it aimed to develop communicative competence, ALM was criticized for not preparing students for real-world communication outside of class.
Thesilentwaynew slides
The Silent Way method of language teaching was developed by Caleb Gattegno. It is based on the premise that the teacher should remain silent as much as possible, while encouraging students to produce the target language. Students discover and create language through problem-solving rather than repeating what the teacher says. Charts, rods, and other visual aids are used to elicit student responses without repetition. The teacher's role is to present items once and observe, while students take responsibility for their own learning through exploration and independent practice.
Total Physical Response - PPP
1) Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movement and actions in response to verbal commands to help students learn a language.
2) In a TPR lesson, the teacher first models commands and performs the actions, then students physically respond without speaking.
3) The goal of TPR is to make language learning enjoyable and reduce student stress by having them respond through actions before speaking.
Audio Lingual Method Practicum
The document describes the procedures used in an audio-lingual language lesson. Key steps include: 1) Students listen to a dialogue containing grammar points and sentence patterns; 2) Drills like repetition, substitution, and question-answer are used to practice the target language; 3) Chains are formed where students take turns asking each other questions; 4) Games reinforce the grammar points in context. The method focuses on accurate pronunciation and is intended for pre-intermediate students aged 12-15 in classes of around 8 students.
Silent way
The Silent Way teaching methodology developed by Caleb Gattegno in the 1960s emphasizes learner independence and autonomy. It is based on the premise that the teacher should be silent as much as possible to encourage student language production. Pronunciation is fundamental, and specialized teaching materials like Cuisenaire rods are used to help students learn without translation or repetition. While the full Silent Way is rarely used, its focus on learner-centeredness and pronunciation continues to influence language teaching.
Audio lingual method & drilling by akba febriana s.
The document discusses the Audio-Lingual Method (ALM) for teaching foreign languages. Some key points:
- ALM focuses on repetition, drilling, and memorization of words, phrases, and dialogs. It does not use students' native language.
- The role of the teacher is to model language and drill students. Students repeat and imitate the teacher.
- Techniques include memorizing dialogs, repetition drills, chain drills, substitution drills, and question/answer drills. The goal is habit formation through imitation and overload of practice.
- ALM was a reaction to methods that lacked an oral component. It aimed to train students to speak accurately and
Total physical response (tpr)
Total Physical Response (TPR) is a language teaching method where instructors give commands in the target language and students respond through physical actions. The teacher plays an active role by directing students as actors, while students primarily listen and perform actions. TPR is advantageous because it is fun, easy to prepare, good for vocabulary learning, works for large classes, and has no age barriers. However, it risks overuse and is limited compared to other methods.
20081113 Alphabet (Tpr)
This lesson plan introduces the letters M and N to elementary school students using Total Physical Response (TPR) methods. Over the course of a 40 minute class, the teacher will lead warm-up activities reviewing previous letters and play clips to familiarize students with the sounds and shapes of M and N. Students will complete worksheets practicing writing, coloring, and tracing the uppercase and lowercase versions of each letter along with associated words. The class will conclude with a review song and assigning homework for the next session.
Viewers also liked (20)
Audio lingual method & drilling by akba febriana s.
Audio lingual method & drilling by akba febriana s.
Similar to audio lingual method sany
The audio lingual method
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
audiolingualmethod finality
The Audio-Lingual Method is a method of foreign language teaching that was introduced in the United States in the 1940s. It emphasizes speaking and listening before reading and writing, uses dialogues as the main form of presentation, and drills as the main technique. The teacher presents a dialogue and students repeat it together and individually. Variation drills are used, including repetition, replacement, and transformation drills. While it aims to create speaking habits, the Audio-Lingual Method is teacher-centered and lacks explanation of grammar rules.
Audiolingual method 2 b
The audiolingual method is a style of foreign language teaching that uses behaviorist theory. It focuses on oral skills and teaches grammar through repetitive drills and reinforcement. The method was developed during World War II when the US Army needed an efficient way to teach soldiers foreign languages. It relies heavily on imitation, memorization of dialogues, and oral practice to form correct habits without explanation of rules. The teacher strictly controls the class, and errors are avoided to prevent formation of bad habits.
Audio Lingual Method.pptx
The Audio-Lingual Method (ALM), also known as the Army Method, arose from the need for rapid foreign language acquisition during World War 2. It was based on theories of structuralism and behaviorism, emphasizing habit formation through repetitive drills like repetition and substitution. The teacher led the class through memorized dialogues and drills, while students played a passive role imitating the teacher. Though the ALM dominated American language teaching in the mid-20th century, it declined due to challenges to its theoretical foundations regarding how language is acquired.
Audio linguial method
The audio-lingual approach emphasizes oral skills and pattern practice. It originated as the Army Method during WWII and was influenced by behaviorism. Key principles include: foreign language is an oral skill first; learning occurs through habit formation using repetition and memorization; and the teacher guides learning through drills and practice. However, it declined in the 1960s as Chomsky criticized its behaviorist foundations and students had difficulty applying skills outside the classroom.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Principles and methods of teaching
The Audio-Lingual Method was a foreign language teaching method that emphasized speaking and listening skills through repetitive drills and exercises. It was influenced by behaviorist learning theory and structural linguistics. Key aspects included:
- Using dialogs as the primary method of presenting language and drilling techniques to practice.
- Prioritizing speaking skills over reading and writing. Mother tongue was discouraged.
- Syllabi based on linguistic structures and vocabulary presented in a step-by-step manner.
- The teacher controlled learning through drills while students played a reactive role responding to stimuli. Accuracy of repetition was emphasized over fluency or creative language use.
Main elt methods and approaches
The document summarizes two ELT methods: the Audio-Lingual Method (ALM) and the Cognitive-Code Approach (CCA).
The ALM gained popularity in the 1950s and emphasized speaking and listening over reading and writing. It was based on behaviorism and focused on habit formation through repetition drills. The CCA emerged in response to criticisms of the ALM and emphasized mental processes over habit formation. It gave more importance to learner understanding and meaningful practice of the four language skills. Both approaches are now seen as limited since the ALM did not allow for errors and the CCA lacked specific classroom techniques.
The audiolingual method
This document describes the Audiolingual method of foreign language teaching. It was developed during World War II to rapidly teach soldiers languages. It is based on behaviorist theories of language learning that emphasize repetition and habit formation through drills. The method focuses on teaching grammar structures through dialog memorization and pattern practice exercises with the goal of language mastery and native-like competence.
The audiolingual method
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
Oral approach wilson lopez
Classroom procedures in situational language teaching vary according to the level of the class, but procedures at any level aim to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading and writing
Oral approach wilson lopez
Situational language teaching is an approach developed in the 1930s that focuses on teaching practical language skills through structured lessons centered around speech situations. The approach is based on behaviorist learning theory that emphasizes habit formation and avoiding mistakes. Lessons follow a controlled practice procedure moving from oral presentation and drilling of new grammar structures to their use in different speech contexts. The teacher acts as a model for students who listen, repeat, and respond, while textbooks and visual aids support the tightly organized lessons focused on grammatical structures.
Oral approach wilson lopez
Situational Language Teaching is an approach developed in the 1930s that focuses on teaching practical language skills through structured lessons centered around speech situations. The approach is based on behaviorist learning theory that emphasizes habit formation and avoiding mistakes. Lessons follow a controlled practice procedure moving from oral presentation and drilling of new grammar structures to their use in reading and writing. The teacher acts as a model for students to repeat, and lessons make use of dialogues, drills, and visual aids adapted from textbooks to practice new vocabulary and grammar in context.
Oral approach wilson lopez
Situational language teaching is an approach developed in the 1930s that focuses on teaching practical language skills through structured lessons centered around speech situations. The approach is based on behaviorist learning theory that emphasizes habit formation and avoiding mistakes. Lessons follow a controlled practice procedure moving from oral presentation and drilling of new grammar structures to their use in reading and writing. The teacher acts as a model for students who listen, repeat, and respond, while lessons are tightly organized around different grammatical structures presented through dialogues and visual aids.
The Audio-Lingual Method
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Oral Approach and Situational
1. Oral and Situational Language Teaching was developed in the 1930s-1960s by British linguists Harold Palmer and A.S. Hornby. It focuses on teaching language through oral practice of vocabulary and structures in meaningful situations.
2. The goals are to teach the four language skills through accurate pronunciation, grammar, and responses in oral situations. New language is introduced and practiced through controlled vocabulary and situational dialogs.
3. Teachers serve as models, create situations requiring the target language, and guide structured repetition and substitution drills. Accuracy is emphasized through repetition and correction.
Approaches and Methods in TESOL - Traditional Methods
This document discusses several traditional language teaching methods: Direct Method, Cognitive-Code Learning, Situational Language Teaching, Grammar Translation Method, and Audiolingual Method. Each method is defined and its key principles and techniques are outlined. The Direct Method teaches vocabulary and grammar directly through demonstration and questions/answers without translation. Cognitive-Code Learning emphasizes the conscious learning of language rules. Situational Language Teaching introduces language points orally within situations. Grammar Translation focuses on translating sentences and texts between the target and native languages. Audiolingual Method uses behaviorist drills to teach correct grammar usage through listening and speaking practice.
Proposal yulma
The document discusses teaching active and passive voice to second grade students using an indicative strategy. It defines active and passive voice and explains that passive voice can be difficult for students to understand. The study aims to determine if indicative strategy, where students learn through experimentation and discovery, is effective for teaching these concepts. The scope is limited to teaching active and passive voice in simple present and past tense through examples and having students practice changing sentences. The significance is explained as providing benefits to the writer, teachers, students, and institution.
Audio lingual method
The Audio-Lingual Method developed in the 1950s based on structural linguistics and behaviorism. It focused heavily on drills, repetition, and practice of grammar patterns in the target language only without translation. While initially popular, it fell out of favor by the 1960s as critics argued it lacked theoretical foundation and students struggled to use the language communicatively.
Similar to audio lingual method sany (20)
Approaches and Methods in TESOL - Traditional Methods
Approaches and Methods in TESOL - Traditional Methods
Recently uploaded
Gabriel Whitley's Motion Summary Judgment
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
Youngest c m in India- Pema Khandu Biography
Pema Khandu, born on August 21, 1979, is an Indian politician and the Chief Minister of Arunachal Pradesh. He is the son of former Chief Minister of Arunachal Pradesh, Dorjee Khandu. Pema Khandu assumed office as the Chief Minister in July 2016, making him one of the youngest Chief Ministers in India at that time.
Howard Fineman, Veteran Political Journalist and TV Pundit, Dies at 75
Howard Fineman, Veteran Political Journalist and TV Pundit, Dies at 75LUMINATIVE MEDIA/PROJECT COUNSEL MEDIA GROUP
From his beginnings with a daily newspaper, he moved easily through Newsweek magazine to cable news and, later, to the frontiers of online journalism.EED - The Container Port PERFORMANCE INDEX 2023
El Puerto de Algeciras continúa un año más como el más eficiente del continente europeo y vuelve a situarse en el “top ten” mundial, según el informe The Container Port Performance Index 2023 (CPPI), elaborado por el Banco Mundial y la consultora S&P Global.
El informe CPPI utiliza dos enfoques metodológicos diferentes para calcular la clasificación del índice: uno administrativo o técnico y otro estadístico, basado en análisis factorial (FA). Según los autores, esta dualidad pretende asegurar una clasificación que refleje con precisión el rendimiento real del puerto, a la vez que sea estadísticamente sólida. En esta edición del informe CPPI 2023, se han empleado los mismos enfoques metodológicos y se ha aplicado un método de agregación de clasificaciones para combinar los resultados de ambos enfoques y obtener una clasificación agregada.
Your Go-To Press Release Newswire for Maximum Visibility and Impact.pdf
This downloadable guide explains why press releases are still important for businesses today and the challenges you might face with traditional distribution methods. Learn how [Your Website Name] offers a comprehensive solution for crafting compelling press releases, targeting the right media outlets, and maximizing visibility.
Essential Tools for Modern PR Business .pptx
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
The Biggest Threat to Western Civilization _ Andy Blumenthal _ The Blogs.pdf
The Biggest Threat to Western Civilization _ Andy Blumenthal _ The Blogs.pdfAndy (Avraham) Blumenthal
Article in The Times of Israel by Andy Blumenthal: China and Russia are commonly considered the biggest military threats to Western civilization, but I believe that is incorrect. The biggest strategic threat is a terrorist Jihadi Caliphate.在线办理(latrobe毕业证书)拉筹伯大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(latrobe毕业证书)拉筹伯大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Acolyte Episodes review (TV series)..pdf
Acolyte Episodes review (TV series) The Acolyte. Learn about the influence of the program on the Star Wars world, as well as new characters and story twists.
Recently uploaded (11)
Howard Fineman, Veteran Political Journalist and TV Pundit, Dies at 75
Howard Fineman, Veteran Political Journalist and TV Pundit, Dies at 75
Your Go-To Press Release Newswire for Maximum Visibility and Impact.pdf
Your Go-To Press Release Newswire for Maximum Visibility and Impact.pdf
The Biggest Threat to Western Civilization _ Andy Blumenthal _ The Blogs.pdf
The Biggest Threat to Western Civilization _ Andy Blumenthal _ The Blogs.pdf
audio lingual method sany
- 1. AUDIO LINGUAL METHOD A.L.M Presented By Tsaniyatul Adawiyah
- 2. BACKGROUND Audio Lingual Method (A.L.M.) is founded for the first time when world war II. It is specialized for American that have to learn other foreign languages because of military training requirement. This method is also known as “The Army Method”. Then, the term ALM was coined by professor Nelson Brooks in 1964.
- 3. WHAT IS AUDIO LINGUAL METHOD…..????
- 4. Audio Lingual Method is the combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist
- 5. THE PURPOSE...The main purpose is to increase the ability of communication in short time in oral class intensively.
- 6. TYPES OF LEARNING TEACHING ACTIVITIES......
- 7. 1.Repetition The student repeats an utterance aloud as soon as he has heard it. Example: this is the fifth month. –This is the fifth month 2.Inflection One word in utterance appears in another form when repeated. Example: I bought the ticket. –I bought the tickets.
- 8. 3. Replacement. One word in an utterance is replaced by another. Example: He bought this house cheap- He bought it cheap. 4. Restatement. The student rephrases an utterance and addresses it to someone else, according to instructions. Example: Tell him to wait for you. –Wait for me 5.Completion. The student hears an utterance that is complete except for one word, then repeats the utterance in completed form. Example: I’ll go my way and you go … -I’ll go my way and you go yours.
- 9. 6. Transposition. A change in word order is necessary when a word is added. Example: I’m hungry.(so). –So am I. 7. Expansion. When a word is added it takes a certain place in the sequence. Example: I know him. (hardly). -I hardly know him.
- 10. 8 .Transformation. A sentence is transformed by being made negative or interrogative. Example: (+)He knows my address. (–)He doesn’t know my address. (?)Does he know my address? 9 . Contraction. A single word stands for a phrase. Example : * Put your book on the table * Put your book there
- 11. Learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses. Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace, or style of LEARNER ROLES
- 12. The teacher’s role is central and active; it is a teacher-dominated method. The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures. TEACHER ROLES
- 13. Audio Lingual Method (A.L.M.) is founded for the first time when world war II. This method is also known as “The Army Method”. Then, the term ALM was coined by professor Nelson Brooks in 1964. Audio Lingual Method is the combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist CONCLUSION
- 14. ^Thank You^ For You Are Attention