The audiolingual method originated in the United States in the 1950s in response to the need to teach foreign languages to students and correspondents. It was influenced by behaviorism and focused on habit formation through drills and memorization of dialogs without explanation. Teachers played a central role in modeling pronunciation and guiding learner responses according to stimuli-response-reinforcement principles.

1. THE AUDIOLINGUAL METHOD By Teachers Claudia M and Paula B

2. ORIGINS USA- 1950- technologies- Soviet Union- satellite. USA- major power- foreign students. Rethink the Direct Method. Fries and his group in Michigan –materials based on behaviorism (Skinner)- emerged the audio lingual method. “ “ They require drill, drill, and more drill, and only enough vocabulary to make such drills possible" (Hockett 1959).

3. The need to learn a foreign language – foreign correspondents. After the war- technology rush- foreign students at US Universities. WORLD WAR II

4. BEHAVIORISM By Vera Menezes, 2004. Our translation. “ the behavioral psychology is a theory of learning based on the idea that all behaviors are acquired through conditioning that occurs with the interaction with the environment. “

5. stimulus, response and reinforcement. It is a method seen as a habit formation using the memorization and the learning through dialogs and drills , DEFINITION

6. FEATURES Foreign language learning is a process of mechanical habit; Good habits are acquired by giving correct responses rather than by making mistakes; Memorizing dialogues minimizes mistakes; The target language is presented in the oral form first, prior to its written form;

7. FEATURES Explanation is not given until the learners have practiced the language in a variety of contexts; Drills can enable learners to form a correct analogy; Grammar approach is inductive;

8. A FEW TYPES OF ACTIVITIES Repetition : I know him- I know him . Inflection : She bought the doll .- She bought the dolls . Replacement : Paul drinks water - Paul drinks wine . Completion : I have my book and you… I have my book and you have yours.

9. TEACHER- CENTERED- METHOD central and active. The teacher must provide the model pronunciation of the words, so if the teacher is not a native speaker of the target language, s/he should use a tape recorder. Learners are guided to produce responses. The method focuses on the external process of learning. Learners are reacting to stimuli and are not encourage to initiate interaction, because it may lead to mistakes. TEACHERS´ ROLE LEARNERS´ ROLE

10. In Italian for a more realistic impact of the method. LET´S PRACTICE

11. AN ITALIAN CLASS IN THE AUDIOLINGUAL METHOD VERBI Mangiare – comer Bere – beber VOCABULARI pasta – massa succo - suco frutta – fruta acqua - água riso – arroz EXPRESSIONI Buon giorno – Bom dia Buona sera – Boa noite (chegada) Buona notte – Boa noite (saída) GRAMATICA Io mangio pasta Lei mangia frutta. Io bevo succo. Lei non beve birra.

12. DRILLS VERBI Mangiare Io mangio/Lei mangia Bere Io bevo/Lei beve VOCABULARI Presentare il vocabolario Ripetere Mangiare/Io mangio/pasta/frutta Lei mangia/riso/carne/pasta

13. REFERENCES Menezes, Vera. Ensino de vocabulário. Access 27/01/2011 www.veramenezes.com/vocabulário . PAIVA, V.L.M.O Ensino de vocabulário.In: DUTRA, D.P & MELLO, H. A gramática e o vocabulário no ensino de inglês: novas perspectivas. Belo Horizonte: Faculdade de Letras/UFMG, 2004. Richards, Jack C., Renandya, Willy A., Methodology in Language Teaching. An Anthology of Current Practice. Cambridge University Press.2002. Acessado em 27/01/2011 www.books.google.com http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm http://mail.udgvirtual.udg.mx/biblioteca/bitstream/123456789/1435/1/The_Audiolingual_Method.pdf Richards, J. C. and Rodgers, T.S. Approaches and Methods in laneuaee teachin~. C.U.P., pp. 44 Richards, J.C. y T.S. Rodgers (1987). The Audiolingual Method. En Approaches and Methods in language teaching (pp. 44-63). Reino Unido: Cambridge University Press. Fernandes, José Adjailson Uchôa. Representações de aluno e professor: o método audiovisual para o ensino de inglês como LE. USP, 2004. http://stoa.usp.br/zeuchoa/files/161/478 access31/01/2011. GOOGLE IMAGES 2011.