Ppt didactics audiolingualism 14042014
•Download as PPTX, PDF•
3 likes•966 views
The Audio-lingual Method was developed in the United States during the 1950s for military purposes as the Army Method. It aimed to teach accurate pronunciation, grammar patterns, and sufficient vocabulary through repetitive drills so that students could quickly and accurately respond in speech situations and develop communicative competence in the target language without relying on their native language. Errors were to be avoided as they could lead to bad habits.
Report
Share
Report
Share
Recommended
Audiolingual method
The audiolingual method was developed in response to the need for language training during World War II. It focused on habit formation through drills and repetition of spoken language. The method aimed to teach fluency through a behaviorist approach but declined in popularity due to criticisms that it was unable to transfer skills and was boring. Noam Chomsky's theory of an innate language faculty also challenged the behaviorist foundations of the audiolingual method.
The audio lingual method (1)
The audio-lingual method was developed in the 1950s and 1960s and was influenced by structural linguistics, behaviorism, and contrastive analysis. It focused on oral proficiency and taught language through repetitive drills and reinforcement. Students were not allowed to make errors so as to form good habits. While it was effective for oral skills, it used artificial language patterns and drills that some found boring. Overall, the audio-lingual method aimed to develop oral fluency through habit formation but had limitations regarding engaging students and realistic language use.
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.
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.
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.
Audiolingualism
The Audiolingual Method was developed by the US Army to efficiently teach communicative competence through intensive language courses focused on oral skills. It was influenced by behaviorism and incorporated features of the Direct Method. The goal was to create automatic responses through extensive memorization and drilling of language patterns. Key features included the use of dialogs, mimicry, pattern practice drills, limited grammar explanations, and prohibiting the first language in class. However, cognitive psychologists later criticized its reliance on rote learning and disregard for affective factors in language acquisition.
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.
Advantages and Disadvantages of Applying Audio-Lingual Methods
(1) The Audio-Lingual Method (ALM) emphasizes listening and speaking skills before reading and writing, using repetition and behaviorist techniques to help students communicate through memorizing words and structures.
(2) ALM utilizes 11 techniques including memorizing dialogues, drilling, and question/answer exercises. It also follows four principles: language is speech, language is habit, teaching the language not words, and language is what native speakers say.
(3) Advantages of ALM include being based on behaviorist psychology, not using translation or the original language, encouraging foreign language use and speech, and helping students learn pronunciation through teacher modeling. However, disadvantages are that it lacks room for error and does
Recommended
Audiolingual method
The audiolingual method was developed in response to the need for language training during World War II. It focused on habit formation through drills and repetition of spoken language. The method aimed to teach fluency through a behaviorist approach but declined in popularity due to criticisms that it was unable to transfer skills and was boring. Noam Chomsky's theory of an innate language faculty also challenged the behaviorist foundations of the audiolingual method.
The audio lingual method (1)
The audio-lingual method was developed in the 1950s and 1960s and was influenced by structural linguistics, behaviorism, and contrastive analysis. It focused on oral proficiency and taught language through repetitive drills and reinforcement. Students were not allowed to make errors so as to form good habits. While it was effective for oral skills, it used artificial language patterns and drills that some found boring. Overall, the audio-lingual method aimed to develop oral fluency through habit formation but had limitations regarding engaging students and realistic language use.
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.
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.
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.
Audiolingualism
The Audiolingual Method was developed by the US Army to efficiently teach communicative competence through intensive language courses focused on oral skills. It was influenced by behaviorism and incorporated features of the Direct Method. The goal was to create automatic responses through extensive memorization and drilling of language patterns. Key features included the use of dialogs, mimicry, pattern practice drills, limited grammar explanations, and prohibiting the first language in class. However, cognitive psychologists later criticized its reliance on rote learning and disregard for affective factors in language acquisition.
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.
Advantages and Disadvantages of Applying Audio-Lingual Methods
(1) The Audio-Lingual Method (ALM) emphasizes listening and speaking skills before reading and writing, using repetition and behaviorist techniques to help students communicate through memorizing words and structures.
(2) ALM utilizes 11 techniques including memorizing dialogues, drilling, and question/answer exercises. It also follows four principles: language is speech, language is habit, teaching the language not words, and language is what native speakers say.
(3) Advantages of ALM include being based on behaviorist psychology, not using translation or the original language, encouraging foreign language use and speech, and helping students learn pronunciation through teacher modeling. However, disadvantages are that it lacks room for error and does
The audio lingual method
The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.
Audiolingual 2015
The Audio-Lingual Method (ALM) was developed in the 1950s-1960s based on principles of structural linguistics and behaviorism. It aimed to teach communicative competence through an intensive focus on oral skills using repetition and drills. Language was taught via memorization and imitation of dialogs. Grammar was induced from examples, not explicitly taught. The teacher led strict pattern practice drills while students played a passive role as imitators. Evaluation focused on discrete points and errors were avoided. Oral skills were emphasized over other skills.
Presentation (3)
The Audio-Lingual Method is an oral-based language teaching approach that was developed during World War II based on behaviorist theory. It uses repetitive drills and dialog memorization to develop oral skills through imitation and over-learning. The teacher acts as a model for students to mimic, and the method emphasizes speaking, listening, and pronunciation practice over other skills or using the native language. While it aims to develop oral ability through repetition, it is seen as lacking effectiveness and competence development and causing boredom.
Chapter 4: The Audio-Lingual Method by Diane Larsen-Freeman
The audio-lingual method was an oral-based language teaching approach developed in the US in 1945 that was influenced by structural linguistics and behaviorist psychology. It viewed language learning as habit formation and focused on overlearning grammar patterns through repetitive drills, imitation, and no direct grammar instruction. The teacher acted as a model and director of exchanges while students were expected to respond accurately and rapidly.
Direct Method (DM) of Language Teaching
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
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.
Audio Lingual Method carrera plurilingue fernanda Jimenez
The audio-lingual method was developed in the 1950s based on behaviorist theory to teach language structures and patterns through repetition of drills. It aimed to make students proficient in speaking automatically through memorization and reinforcement of dialogues. While it could produce quick results, critics argued it ignored context and real communication skills. Studies showed more traditional methods using the native language were more effective in the long run. The method fell out of favor but some of its practices are still used today in individual lessons.
Direct method
The document discusses the Direct Method approach to teaching foreign languages. Some key points:
1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language.
2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction.
3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice.
4) While
Audio lingual method 1
The document introduces the audio-lingual method, an approach to language teaching based on behaviorist principles where students learn through repetition of speech patterns and are reinforced for correct responses without explicit grammar instruction. Key aspects included drill exercises in language labs and a focus on oral skills, drawing on linguists and psychologists. It fell from popularity due to criticisms that it oversimplified language learning and banned internal cognitive processes.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
The grammar translation method sutriyani
The Grammar Translation Method (GTM) was widely used in the United States in the 1890s and focuses on mastering grammar rules and vocabulary through translation and memorization exercises with little emphasis on speaking ability. Classes are taught in the student's native language. Long explanations of grammar are provided and reading difficult texts is begun early while paying little attention to content or pronunciation. The goal is accuracy over fluency in translation exercises.
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
Grammar-translation method-Reflection
1) The passage discusses a grammar translation activity where students translated a literary passage from English to their native language of Malay.
2) Some strengths of this method are that it uses both the native and target languages, making it easier for students to understand. It also improves students' grammar in both languages. However, not all words can be directly translated.
3) Weaknesses include an inability to translate some words exactly and a neglect of speaking skills, since the focus is on reading and writing in the native language.
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.
Nami punya method
The Audiolingual Method emphasizes teaching listening and speaking skills before reading and writing. It is based on the theory that language learning involves habit formation through repetition and drills. Teachers use dialogues, pattern drills, and substitution drills where students repeat and transform sentences to practice grammar patterns. The goal is accurate pronunciation and quick responses through memorization and drilling, rather than emphasis on vocabulary or grammar rules. While it ensures active participation, some critics say it can be boring and not explain grammar in depth.
The direct method (1)
The document discusses the Direct Method, an approach to teaching second languages that was popular in the late 20th century. It aimed to make second language learning similar to acquiring a first language through immersion. While accepted in some private schools, it faced criticism for its weak theoretical underpinnings. By the early 21st century, the Direct Method declined and was replaced by other approaches, though some of its ideas were later incorporated into the Audiolingual Method.
Grammer translation method1
This document summarizes and compares several language teaching methods:
1. The Grammar Translation Method focuses on reading literature, uses the learner's native language for instruction, and emphasizes accuracy over communication. It lacks linguistic theory and does little to develop communicative ability.
2. The Direct Method aims to teach the target language naturally without translation, uses it for instruction, and emphasizes correct pronunciation, grammar, speech, and listening. However, it is difficult to implement and lacks an applied linguistic basis.
3. The Oral Approach/Situational Approach is based on structuralism and behaviorism. It teaches grammar inductively and aims for accuracy in the four skills through controlled practice and avoidance of errors. However, Chomsky
Structural Approach
This document discusses the structural approach to teaching English. The structural approach focuses on accurate grammar usage, word order, function words, and inflections. It teaches fundamental skills like vocabulary and the four language skills. While it ensures students learn grammar rules correctly, it may take a long time and limit creative expression. The structural approach aims to lay an English foundation and have students master grammar concepts.
Direct method By Katherine Camacho
The Direct Method was established in Germany and France around 1900 as a contrast to traditional Grammar-Translation methods of language teaching. It immerses learners in the target language similarly to how a first language is acquired, with all teaching done in the target language through oral interaction and without using the learner's native language. Grammar is taught inductively with a focus on speaking and listening everyday language. While initially popular, the Direct Method fell out of favor due to its assumption that a second language is acquired the same as a first, when the conditions are actually very different. It paved the way for the later Audio-Lingual Method.
The oral approach and situational language teaching
The document discusses the oral approach and situational language teaching methods. It provides background on the origins of these approaches from British applied linguists in the 1920s-1930s. The key aspects are vocabulary control, grammar control, and teaching language situational through a systematic selection, gradation, and presentation of content. The approaches emphasize beginning with oral language, using the target language in class, introducing new points situational, and a focus on vocabulary and grammar sequencing. Lessons follow a pattern of presenting new structures, practicing them through drills and repetition, and moving to freer use across skills. The conclusions note this built upon established techniques and offered a practical methodology for many contexts.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
Chapter v “Approaches to Language Teaching”
This document summarizes several different language teaching methods:
- Grammar-Translation focuses on explicit grammar instruction and translation exercises from the native to target language.
- Audiolingualism uses drills and repetition of example dialogues to teach structures and vocabulary.
- The Direct Method aims to use only the target language in instruction to increase exposure and practice.
- The Natural Approach prioritizes comprehensible input and delays error correction to reduce student anxiety.
- Total Physical Response uses physical actions in response to commands to help students understand spoken language before speaking.
- Suggestopedia incorporates relaxation techniques like rhythmic breathing to create an environment more open to suggestion and language acquisition.
More Related Content
What's hot
The audio lingual method
The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.
Audiolingual 2015
The Audio-Lingual Method (ALM) was developed in the 1950s-1960s based on principles of structural linguistics and behaviorism. It aimed to teach communicative competence through an intensive focus on oral skills using repetition and drills. Language was taught via memorization and imitation of dialogs. Grammar was induced from examples, not explicitly taught. The teacher led strict pattern practice drills while students played a passive role as imitators. Evaluation focused on discrete points and errors were avoided. Oral skills were emphasized over other skills.
Presentation (3)
The Audio-Lingual Method is an oral-based language teaching approach that was developed during World War II based on behaviorist theory. It uses repetitive drills and dialog memorization to develop oral skills through imitation and over-learning. The teacher acts as a model for students to mimic, and the method emphasizes speaking, listening, and pronunciation practice over other skills or using the native language. While it aims to develop oral ability through repetition, it is seen as lacking effectiveness and competence development and causing boredom.
Chapter 4: The Audio-Lingual Method by Diane Larsen-Freeman
The audio-lingual method was an oral-based language teaching approach developed in the US in 1945 that was influenced by structural linguistics and behaviorist psychology. It viewed language learning as habit formation and focused on overlearning grammar patterns through repetitive drills, imitation, and no direct grammar instruction. The teacher acted as a model and director of exchanges while students were expected to respond accurately and rapidly.
Direct Method (DM) of Language Teaching
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
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.
Audio Lingual Method carrera plurilingue fernanda Jimenez
The audio-lingual method was developed in the 1950s based on behaviorist theory to teach language structures and patterns through repetition of drills. It aimed to make students proficient in speaking automatically through memorization and reinforcement of dialogues. While it could produce quick results, critics argued it ignored context and real communication skills. Studies showed more traditional methods using the native language were more effective in the long run. The method fell out of favor but some of its practices are still used today in individual lessons.
Direct method
The document discusses the Direct Method approach to teaching foreign languages. Some key points:
1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language.
2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction.
3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice.
4) While
Audio lingual method 1
The document introduces the audio-lingual method, an approach to language teaching based on behaviorist principles where students learn through repetition of speech patterns and are reinforced for correct responses without explicit grammar instruction. Key aspects included drill exercises in language labs and a focus on oral skills, drawing on linguists and psychologists. It fell from popularity due to criticisms that it oversimplified language learning and banned internal cognitive processes.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
The grammar translation method sutriyani
The Grammar Translation Method (GTM) was widely used in the United States in the 1890s and focuses on mastering grammar rules and vocabulary through translation and memorization exercises with little emphasis on speaking ability. Classes are taught in the student's native language. Long explanations of grammar are provided and reading difficult texts is begun early while paying little attention to content or pronunciation. The goal is accuracy over fluency in translation exercises.
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
Grammar-translation method-Reflection
1) The passage discusses a grammar translation activity where students translated a literary passage from English to their native language of Malay.
2) Some strengths of this method are that it uses both the native and target languages, making it easier for students to understand. It also improves students' grammar in both languages. However, not all words can be directly translated.
3) Weaknesses include an inability to translate some words exactly and a neglect of speaking skills, since the focus is on reading and writing in the native language.
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.
Nami punya method
The Audiolingual Method emphasizes teaching listening and speaking skills before reading and writing. It is based on the theory that language learning involves habit formation through repetition and drills. Teachers use dialogues, pattern drills, and substitution drills where students repeat and transform sentences to practice grammar patterns. The goal is accurate pronunciation and quick responses through memorization and drilling, rather than emphasis on vocabulary or grammar rules. While it ensures active participation, some critics say it can be boring and not explain grammar in depth.
The direct method (1)
The document discusses the Direct Method, an approach to teaching second languages that was popular in the late 20th century. It aimed to make second language learning similar to acquiring a first language through immersion. While accepted in some private schools, it faced criticism for its weak theoretical underpinnings. By the early 21st century, the Direct Method declined and was replaced by other approaches, though some of its ideas were later incorporated into the Audiolingual Method.
Grammer translation method1
This document summarizes and compares several language teaching methods:
1. The Grammar Translation Method focuses on reading literature, uses the learner's native language for instruction, and emphasizes accuracy over communication. It lacks linguistic theory and does little to develop communicative ability.
2. The Direct Method aims to teach the target language naturally without translation, uses it for instruction, and emphasizes correct pronunciation, grammar, speech, and listening. However, it is difficult to implement and lacks an applied linguistic basis.
3. The Oral Approach/Situational Approach is based on structuralism and behaviorism. It teaches grammar inductively and aims for accuracy in the four skills through controlled practice and avoidance of errors. However, Chomsky
Structural Approach
This document discusses the structural approach to teaching English. The structural approach focuses on accurate grammar usage, word order, function words, and inflections. It teaches fundamental skills like vocabulary and the four language skills. While it ensures students learn grammar rules correctly, it may take a long time and limit creative expression. The structural approach aims to lay an English foundation and have students master grammar concepts.
Direct method By Katherine Camacho
The Direct Method was established in Germany and France around 1900 as a contrast to traditional Grammar-Translation methods of language teaching. It immerses learners in the target language similarly to how a first language is acquired, with all teaching done in the target language through oral interaction and without using the learner's native language. Grammar is taught inductively with a focus on speaking and listening everyday language. While initially popular, the Direct Method fell out of favor due to its assumption that a second language is acquired the same as a first, when the conditions are actually very different. It paved the way for the later Audio-Lingual Method.
The oral approach and situational language teaching
The document discusses the oral approach and situational language teaching methods. It provides background on the origins of these approaches from British applied linguists in the 1920s-1930s. The key aspects are vocabulary control, grammar control, and teaching language situational through a systematic selection, gradation, and presentation of content. The approaches emphasize beginning with oral language, using the target language in class, introducing new points situational, and a focus on vocabulary and grammar sequencing. Lessons follow a pattern of presenting new structures, practicing them through drills and repetition, and moving to freer use across skills. The conclusions note this built upon established techniques and offered a practical methodology for many contexts.
What's hot (20)
Chapter 4: The Audio-Lingual Method by Diane Larsen-Freeman
Chapter 4: The Audio-Lingual Method by Diane Larsen-Freeman
Audio Lingual Method carrera plurilingue fernanda Jimenez
Audio Lingual Method carrera plurilingue fernanda Jimenez
The Audio-Lingual Method and Drilling by maulida faradila
The Audio-Lingual Method and Drilling by maulida faradila
The oral approach and situational language teaching
The oral approach and situational language teaching
Viewers also liked
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
Chapter v “Approaches to Language Teaching”
This document summarizes several different language teaching methods:
- Grammar-Translation focuses on explicit grammar instruction and translation exercises from the native to target language.
- Audiolingualism uses drills and repetition of example dialogues to teach structures and vocabulary.
- The Direct Method aims to use only the target language in instruction to increase exposure and practice.
- The Natural Approach prioritizes comprehensible input and delays error correction to reduce student anxiety.
- Total Physical Response uses physical actions in response to commands to help students understand spoken language before speaking.
- Suggestopedia incorporates relaxation techniques like rhythmic breathing to create an environment more open to suggestion and language acquisition.
audiolingualism
Audiolingualism is a language teaching method that originated in the United States in the 1950s in response to the launch of Sputnik and the need to teach foreign languages effectively. It is based on behaviorism and uses drills, repetition, and practice to help students form habits for correctly using the target language. Audiolingualism focuses on pattern practice and does not explain grammar rules until students have practiced through drills. Key features include inductive learning of grammar, repetition of dialogs, and substitution or transformation drills.
Basal reading approach
The basal reading approach is a core reading program used to teach children to read through grade-level textbooks. It focuses on either code-emphasis, stressing phonics, or meaning-emphasis, stressing comprehension. Basal reading programs are dependent on structured lessons and materials. They aim to systematically introduce reading skills in a logical order but have limitations in pacing, assessment of students, and overreliance on the basal textbook alone.
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
Suggestopedia
The document summarizes the educational method known as Suggestopedia, which was developed in the 1980s-1990s. It uses relaxation, music, and suggestion to optimize language learning. Key elements include a positive environment with pictures, color, music, and varied active methods like songs and games. Classes follow four stages - presentation, active concert, passive review, and practice. The goal is to teach languages 3 times faster than conventional methods by relaxing students and presenting material in an engaging way while they are in a receptive state.
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
The silent way Approach
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Grammar Translation Method
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.
Viewers also liked (11)
Similar to Ppt didactics audiolingualism 14042014
Audiolingual method2
This document discusses the audiolingual method, a language teaching approach developed in the 1940s-1960s. It was influenced by U.S. military needs during WWII and behavioral psychology theories of learning. The method focuses on oral proficiency through repetition drills and avoids direct grammar instruction. Teachers act as models to guide learners' practice of target dialogues, structures, and pronunciation through drills. While popular in the 1960s, it declined due to criticisms that it was dull, did not reflect how language is acquired, and failed to transfer skills beyond drills.
Eex 502 Presentatin All
The document discusses language development and dialects. It describes how language and culture are intertwined and how dialects vary regionally and socially in the United States. Challenges in assessing English language learners are outlined, emphasizing the need for culturally sensitive evaluations. Instructional approaches for students with limited English proficiency, language differences, or learning disabilities are also reviewed.
Audiolingual method
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.
Audiolingual method
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.
Span 2010 CurriculumPDF
This document provides an overview of the Spanish curriculum for grades 1-5 at The Well School for the 2010-2011 academic year. It was prepared by Raisa A. Lawrence and covers the program goals, methodology, materials, and standards used to teach Spanish. The primary goals are for students to be able to communicate through conversations, reading, writing, and gain an understanding of Hispanic cultures. The main teaching methods utilized are the Natural Approach, Total Physical Response, Waldorf education techniques, and Teaching Proficiency Through Reading and Storytelling.
Second language acquisition and error analysis (arfan rai)
Error analysis is a technique used to analyze the errors made by second language learners. It involves collecting language samples from learners, identifying the errors, classifying them, and determining their sources. The key steps are collecting errors, identifying them, describing them, explaining them, and evaluating/correcting them. Error analysis helps determine areas of difficulty for learners and inform teaching. It replaced contrastive analysis as a way to investigate learner language. While it provided insights, error analysis has limitations such as not accounting for correct usage and development over time.
Language acquisition final presentation
Language acquisition is the process by which humans develop the ability to understand and use language. There have been several theories that attempted to explain this process, including Skinner's theory of reinforcement and Chomsky's theory of universal grammar. Contemporary research has led to hypotheses such as the acquisition-learning distinction, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis. Language acquisition occurs in stages from babbling to one-word utterances to telegraphic speech and finally fluency. First and second language acquisition follow similar stages but second language acquisition takes longer to progress through the stages.
Semantics
This document discusses various topics related to learner language including:
- The errors that second language learners make and what they reveal about the learner's language development.
- Contrastive analysis and error analysis frameworks for understanding learner errors.
- Developmental sequences that all learners progress through regardless of their background.
- Stages of acquiring grammatical morphemes, negation, and questions.
- Influence of a learner's first language on acquiring features like possessive determiners, relative clauses, and verb tenses in the target language.
The Influence of Mother Tongue in Learning English
This document summarizes an undergraduate conference on English language teaching, linguistics, and literature in 3 parts. The background discusses English as a global language and how a learner's mother tongue can influence English. The findings analyze how sentence structure and pronunciation in the mother tongue of Spanish, German, French, Javanese, Bataknese and Papuan languages influence English. The conclusion recommends expanding language knowledge and stresses being proud of one's accent as long as it is understood.
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.
Skyline Language
1. Language is a system of symbols used to communicate ideas between individuals that must be learnable by children and understandable by adults.
2. Language has building blocks including phonemes, morphemes, phrases, sentences, and rules of syntax. It conveys meaning through semantic features, prototypes, and semantic roles.
3. Theories of language development include nativist, nurturist, and interactionist views. Children progress from babbling to first words to telegraphic speech to grammatically correct sentences according to developmental stages.
Age And Neurological Factors (I Presentation)
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
GUIDANCE AND COUNSELING
This document discusses theories of language development including the learning perspective, nativist perspective, and interactionist perspective. It covers the prelinguistic, holophrase, telegraphic, and preschool periods of language development. Key topics include the acquisition of phonology, morphology, syntax, semantics and pragmatics. Environmental and biological factors that influence language learning are also addressed.
Sociolinguistics
This document discusses language and social context, specifically focusing on sociolinguistics. It examines how language is influenced by social factors like age, sex, class, and education. Sociolinguists study language variation and how social contexts like these can lead to differences in vocabulary, grammar, and pronunciation between social groups. The document also discusses bilingualism, noting that bilingual children may have advantages in flexible thinking and transferring knowledge between languages compared to monolingual children.
Language & Communication
Language and communication can be studied from several perspectives. Language evolved from early hominid calls and gestures and allows humans to communicate about things not present. Nonverbal communication conveys meaning through signs, body language and gestures which vary across cultures. The structure of language includes phonology, morphology, syntax and lexicon. Sociolinguistics examines how social factors influence language variation and use. Historical linguistics studies how languages have changed over long periods of time.
Language & Communication
A group presentation for our ANT101 class regarding Language & Communication using a Linguistic Anthropological approach.
Language
This document discusses theories of language acquisition and grammar. It notes that in the 1950s, Skinner correlated behaviorism and learning through stimulus-response-reinforcement cycles. Children learn language through imitation and repetition, acquiring single words by age 1 and sentence formation by age 6, demonstrating innate constraints. The patterns of language development are universal as children learn aspects like phonology, morphology, syntax and semantics in a very similar order. The document proposes that an innate language acquisition device in the brain accounts for similarities and ease of language learning across children. It also discusses theories of grammar including distinguishing grammatical vs. ungrammatical sentences, and Chomsky's theories of deep vs. surface structure and competence vs. performance.
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.
eBook - Example 2
This document discusses different approaches to teaching a second language to young children, including the audio-lingual approach, communicative approach, and natural approach. It also covers how children learn a second language through hearing, mimicking, and applying language. The environment influences language learning, as evidenced by case studies of feral children Victor and Genie who showed impaired language acquisition due to isolation. There is generally believed to be a critical period for language learning between ages 9-12.
Similar to Ppt didactics audiolingualism 14042014 (20)
Second language acquisition and error analysis (arfan rai)
Second language acquisition and error analysis (arfan rai)
The Influence of Mother Tongue in Learning English
The Influence of Mother Tongue in Learning English
More from Samuel Osorio
Overall class reflection
The student found the teaching methods course very useful for their future career as a teacher. They learned different teaching techniques through activities presented by classmates. Each class was well organized and included interesting lead-in activities for university students. The course also helped the student learn a wide range of learning strategies and identify their own learning style. It was important to integrate skills into models like theme-based and task-based instruction. The student believes it is essential for English teachers to know which resources to use for different proficiency levels. Overall, the course provided valuable insights from authors on professional development and becoming an effective teacher.
Professional development reflection
The document discusses the characteristics of good ESL teachers according to Allen (1980) and the author's views. The author selects three key characteristics: 1) critical thinking, as it allows students to develop their own responses and reasoning; 2) the persistent urge to upgrade oneself through continuous training, as it benefits teachers' knowledge; and 3) a feeling of excitement about one's work, as it motivates both teachers and students. The document also discusses whether Chilean teachers can be considered professionals according to Ur's definition, concluding they are developing in that direction, and defines action research as a reflective practice for teachers to identify classroom problems and improve teaching.
Course book
This document summarizes a course book evaluation completed by the student. The evaluation assessed a textbook provided by the ministry across several areas including factual information, topics, methodology, language, and skills. Through working in pairs, the students evaluated whether the topics and vocabulary were appropriate for the required level. The textbook contained helpful grammar charts and pictures to support student learning. Overall, the student found the textbook to be well-suited to students ages 9-10 and included useful activities for developing English language skills. The evaluation provided valuable insight into textbook analysis and the teacher's role.
Language learner
This document reflects on a language learner profile project where the author interviewed a Spanish-speaking 8th grade student to analyze his English linguistic abilities and needs. The author found that the student struggled most with pronunciation and grammar. As a result, the author created lesson plans focused on these areas. The project helped the author identify specific phonetic and grammatical errors to address, and gain skills to better understand students' needs and create contextualized lesson plans.
Course description
This course description is for an 8th semester English Pedagogy course taught in English for two hours a week. It is a continuation of the Didactics I course from the 7th semester. The course provides updated research in methodology, focusing on student needs and how pupil learning evolves based on English curriculum plans and programs. It also supplies techniques and strategies for teaching practices in educational establishments. The course objectives were achieved by focusing plans on students, presenting didactic situations to develop language skills, and addressing different learning styles to meet student needs.
Language learner
1) The student completed a language learner profile project which involved designing teaching materials to analyze a specific English language student's linguistic needs, problems, and potential development.
2) The student interviewed an 8th grade student from their school and found he had problems with pronunciation and grammar.
3) Through analyzing phonetic transcriptions, the student was able to identify phonetic and grammatical mistakes to help comprehend students' needs and create lesson plans oriented toward their particular issues.
Language learner
1) The student completed a language learner profile project which involved designing teaching materials to analyze the needs of an English language student, including their linguistic needs, problems, and potential development.
2) The student interviewed an 8th grade student from their school and found that he had problems with pronunciation and grammar.
3) Through analyzing phonetic transcriptions, the student was able to identify specific phonetic and grammatical mistakes to help them better understand student needs and create targeted lesson plans in the future.
Course
The course is a theoretical-practical English Pedagogy course taught in the eighth semester that builds upon Didactics I. It is taught for two hours per week and focuses on updated research in methodology, emphasizing student-centered learning processes based on English curriculum plans and programs. The course also provides teaching techniques and strategies to be used in educational establishments. Course objectives were achieved by focusing on students, presenting didactic situations to develop language skills, and addressing different learning styles.
Irreversible damages in the fauna (essay communicative competence)
Global warming is causing irreversible damage to wildlife through longer wildfire seasons destroying habitats, rising temperatures killing sea species dependent on ice, and climate changes disrupting migratory patterns of flying species. Many animals are struggling with premature births, food shortages, and adapting to new environments as warming accelerates natural processes. Over 785 species have already gone extinct with many more threatened as warming destroys habitats through melting ice caps and pollution while also directly impacting food availability and natural cycles. Continued rising temperatures risk population collapses and even extinction for some terrestrial, marine, and flying species as they struggle to survive amidst the environmental changes caused by global warming.
More from Samuel Osorio (10)
Irreversible damages in the fauna (essay communicative competence)
Irreversible damages in the fauna (essay communicative competence)
Recently uploaded
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdNatural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcExploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaCommunity pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Ppt didactics audiolingualism 14042014
- 1. UniversidadCatólica de la Santísima Concepción English Pedagogy English Didactics I Names:Valentina Espinosa Carolina Ramírez Ana MaríaVásquez
- 2. Audio –lingual Method was first developed in United States 1950 during WorldWar II Military purpose Army Method. This method was also called Soldiers They need to learn foreign language for
- 3. The overal goal of the Audio-lingual Method Accurate pronunciation and grammar. Ability to respond quickly and accurately in speech situations. Knowledge of sufficient vocabulary to use with grammar patterns. Create communicative competence
- 8. Oral Skill REPETITION INFLETION REPLACEMENT RESTATEMENT
- 10. Each question is focused on only one point of the language at a time. To distinguish between words in a minimal pair. To supply an appropiate verb in a sentence.
- 11. ERRORS LEADTO BAD HABITS THETEACHER SHOULD PREVENT ERRORSWHENEVER POSSIBLE. THEY MUST BE AVOIDED!!!