The audio lingual method
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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.
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Direct method
The Direct Method originated in the 19th century and was based on principles of the Natural Method. It aimed to teach language without translation or use of the learner's native language. Meaning was conveyed through actions, demonstrations, and active use of the target language in the classroom. Grammar rules were induced from classroom activities. Speaking was emphasized, with new vocabulary introduced through association with known words, miming, and pictures. The Direct Method was officially endorsed in France and Germany and was known commercially as the Berlitz Method. It utilized principles like conducting class only in the target language and building oral skills through question-and-answer exchanges. However, it overemphasized similarities between naturalistic first language learning and classroom learning,
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.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
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.
Suggestoopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to remove psychological barriers to learning. It makes use of Baroque music, decorated classrooms, and an authoritative teacher role to facilitate a relaxed learning environment. Key aspects include placing the teacher in a parental role, addressing students with intonation and rhythm aligned with the musical background, and exposing students to the target language and their native language through direct and indirect materials. While it claims to increase motivation and reduce stress, it also has disadvantages such as difficulty recreating the colorful environment and potential negative effects of direct translation.
Audio lingual method liza
The Audio Lingual Method emphasizes teaching listening and speaking skills before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to form correct habits through imitation and practice. Key principles include using the target language for instruction, presenting language in context, and avoiding errors. The teacher leads drills and ensures correct pronunciation while students imitate models. The goal is for students to communicate automatically in the target language like native speakers.
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 !
Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
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Direct method
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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.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
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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.
Suggestoopedia
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Audio lingual method liza
The Audio Lingual Method emphasizes teaching listening and speaking skills before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to form correct habits through imitation and practice. Key principles include using the target language for instruction, presenting language in context, and avoiding errors. The teacher leads drills and ensures correct pronunciation while students imitate models. The goal is for students to communicate automatically in the target language like native speakers.
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Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Silent way method
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The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
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Community language learning
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The Audiolingual Method
This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach
- Jill Kerper Mora from San Diego University
The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
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.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Community language learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
Audio lingual method
Audio lingual method, ELT, What is Audio lingual method? K.madhavarajan, K. madhavarajan, k.madhavarajan, k. madhavarajan
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
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.
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Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Silent way method
A presentation about Silent way method. This will help teachers to expand their knowledge about different kind of teaching methods.
The silent way
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Grammar Translation Method (G.T.M)
The grammar translation method focuses on learning grammar rules and their application through translation between the target and native languages. Vocabulary is learned through direct translation of word lists and little teaching is done in the target language. Classes are taught in the native language with an emphasis on reading, writing, and translation accuracy over fluency. Exercises include translating passages, answering reading comprehension questions, and applying grammar rules through fill-in-the-blank and sentence translation activities.
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.
Silent way method
The silent way is a language teaching methodology created by Caleb Gattegno that aims to help beginning students gain basic fluency. It has three main principles: 1) Learners discover or create through problem solving using the target language 2) Physical objects like rods help learning 3) Translation and repetition are avoided. The teacher monitors students and encourages independent learning through trial and error while students form their own rules and conclusions with a focus on pronunciation.
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
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Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
Community language learning
CLL is an approach to language teaching where the teacher takes on the role of a counselor. It aims to make students feel comfortable in order to facilitate language learning. Teachers help students express themselves in the target language and structure class activities. Students are encouraged to interact, take responsibility for their learning, and learn from each other. The goal is for students to communicate in the language and learn about their own learning process. Key techniques include recording conversations, transcription, reflection, and group work.
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The Audiolingual Method
This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach
- Jill Kerper Mora from San Diego University
The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
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.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Community language learning
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
Audio lingual method
Audio lingual method, ELT, What is Audio lingual method? K.madhavarajan, K. madhavarajan, k.madhavarajan, k. madhavarajan
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
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.
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The oral approach and situational language teaching
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Robert Browning and Elizabeth Barrett were a famous poet couple who married in 1846 against her father's wishes and moved to Italy. They admired each other's work and had one son together. Both were renowned Victorian poets, with Elizabeth known for works like Sonnets from the Portuguese and Aurora Leigh, and Robert for poems like Men and Women and My Last Duchess.
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.
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.
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Audio lingual method slide presentation
The document summarizes an audio-lingual language teaching method demonstration lesson. The key points are:
1. The teacher models target language sentences for repetition by students to form habits. Errors are corrected to prevent formation of bad habits.
2. Students struggle with a dialogue line, so the teacher uses a "backward build-up drill" from the end of the sentence.
3. Grammar drills like substitution and question-answer are used to overlearn patterns. The teacher positively reinforces students with praise.
Audio Lingual Method
The Audio-Lingual Method relies on behaviorism and uses drills, repetition and reinforcement to teach language structures through stimulus-response conditioning. The teacher provides a model for students to imitate through dialogues and pattern practice drills. Grammar is induced from examples rather than explicit instruction. Students' first language is not used, and the target language is emphasized through communicative, oral activities with reading and writing based on listening and speaking.
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.
Audio Lingual method
The Audio-Lingual Method focuses on oral drills and memorization of grammatical patterns. It uses repetitive drills and imitation of the teacher to reinforce vocabulary and structures. Students are expected to overlearn the target language through drills, minimal pairs, and question-and-answer exchanges, with an emphasis on listening and speaking skills.
Cuadro comparativo autores Vygotsky, Piaget, Bandura y Bruner.
Cuadro comparativo basado en el texto de Elma Vielma Vielma, María Luz Salas.
Aportes de las teorías de Vygotsky, Piaget, Bandura y Bruner. Paralelismo en sus posiciones en relación con
el desarrollo
Educere, vol. 3, núm. 9, junio, 2000, pp. 30-37,
Universidad de los Andes
Venezuela
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno in the 1970s that emphasizes student autonomy and discovery learning. The teacher plays a minimal role, speaking less than 10% of class time, and uses gestures rather than verbal instruction to guide students. Students are actively engaged in exploring and hypothesizing about the target language's rules through peer interaction and practice without repetition. The goal is for students to develop independence and their own internal criteria for correctness in the language.
The Grammar Translation Method
The grammar-translation method focuses on teaching grammar rules and translating texts between the native and target languages. It was originally used to teach classical languages through reading and writing. Key principles include an emphasis on accuracy over fluency, learning vocabulary through direct translation, and discussing readings in the native language. Grammar is taught deductively through explanations in the native language and applying rules to translations.
SILENT WAY
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Audio lingual method
The Audiolingual Method emerged in the late 1950s in response to the need to improve foreign language teaching in the US. It drew on linguistics, behaviorism, and the Army Language School's approach. The method focuses on oral proficiency through repetition and pattern drills without explanation. Students are expected to mimic the teacher and avoid using their native language. Interaction is teacher-directed with an emphasis on habit formation to learn grammar implicitly.
Audiolingual Method
The audiolingual method was widely used in the 1950s and 1960s to teach language. It was based on behaviorism and believed that language skills are learned through habit formation from oral presentation and positive reinforcement. The goals of this method were accurate pronunciation, grammar, quick responses in speech, and sufficient vocabulary. Teachers used dialogues, drills, and pattern practices with repetition and substitution to help students develop correct habits without mistakes.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
The Direct Method in Language Teaching
The document summarizes the Direct Method approach to language teaching. It was developed in the late 19th century as an alternative to the Grammar Translation Method. Some key points of the Direct Method include: exclusively using the target language, inductive grammar instruction, emphasizing oral skills and communication over translation, and basing lessons on everyday vocabulary and real-world topics rather than linguistic rules. Techniques include reading aloud, question-answer exercises, and conversation practice.
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.
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
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.
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Cuadro comparativo autores Vygotsky, Piaget, Bandura y Bruner.
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Similar to The audio lingual method
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.
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 method 111
The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
Community Language Learning Notes
1) The Community Language Learning method focuses on creating a secure environment where students' feelings are respected and they can take risks in learning a new language.
2) The teacher acts as a language counselor, translating students' words and building relationships to help lower anxiety. Students' conversations are recorded and transcribed for analysis.
3) Throughout the lesson, feedback is gathered from students and their perspectives are valued to continually improve the learning process. Various techniques keep students actively engaged, including role playing, group work, and reflective listening activities.
Language teaching methods p.pptx
The document discusses various approaches, methods, and techniques used in language teaching. It defines an approach as dealing with assumptions about language and learning, a method as an overall plan for presentation, and a technique as implementation in the classroom. It then goes on to describe several specific language teaching methods that have been used, including grammar translation, direct method, audio-lingual method, and communicative language teaching. For each method, it provides details on key principles and classroom techniques.
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.
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.
Audio lingual method
The document discusses the Audio-Lingual method of foreign language teaching, which emphasizes spoken language practice through repetition drills and discourages use of the native language. It originated during World War II to quickly teach soldiers basic communication skills. Key characteristics include a focus on behaviorist learning principles, inductive grammar instruction, and using dialogues and drills for oral practice.
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.
Cll method
The document summarizes the Community Language Learning (CLL) method for teaching language. CLL uses counseling-learning theory and aims to create a non-threatening learning environment by having teachers take on the role of language counselors. It allows students to learn at their own pace and express themselves in their native language when discussing feelings about the learning process. The goal is for students to learn communicatively by interacting with each other and taking increased responsibility for their language learning.
Metodo audiolingual2
The Audio-Lingual method was developed during World War II as the Army method to teach languages quickly through habit formation and avoiding errors. It was a reaction to the grammar-translation method. The Audio-Lingual method uses memorization of dialogs, repetition drills, and a native-speaker model to build communicative competence without direct grammar instruction. It was the dominant foreign language teaching method in the US from 1947-1967 and works best for beginning English classes in a foreign language setting.
Directmethod 101025035619-phpapp01
The document discusses the Direct Method, a language teaching method developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach foreign languages in a similar way that children acquire their first language, through immersion in the target language without translation or explicit grammar instruction. Key features included using the target language exclusively, teaching vocabulary through examples rather than word lists, emphasizing pronunciation, and focusing first on oral skills. The document outlines the principles and strategies of the Direct Method and compares it to the Grammar Translation Method. It notes both its advantages in promoting communicative skills but also limitations that prevented widespread adoption.
Audiolingualmethod.nadia.bat
The document discusses the Audio-Lingual Method, an approach to foreign language teaching developed in the 1940s. It emphasizes speaking and listening over reading and writing, uses dialogues and drills, and discourages using the native language. The theory was based on behaviorist psychology and focused on habit formation. While initially successful for military language training, it declined in the 1960s due to criticisms of its effectiveness and lack of focus on communication.
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.
Silent Way Method and Communicative Language Teaching
The document discusses the key aspects of the communicative language teaching (CLT) approach. It emphasizes developing students' communicative competence and using classroom activities focused on meaningful communication, such as role plays. The teacher acts as a facilitator rather than expert, while students are expected to participate in groups and take responsibility for their learning. Lessons typically involve presenting a language function or structure, providing practice and feedback, and allowing discovery of rules. Sample activities include role plays and reconstructing a story from sections divided among students.
The Audiolingual Method
The document describes the principles and techniques of the Audio-Lingual Method for teaching foreign languages. It emphasizes teaching listening and speaking before reading and writing through the use of dialogs and drills. The teacher acts as a model for students and encourages imitation, repetition, and automatic responses through various drill techniques designed to form new habits in the target language. Grammar is induced from examples rather than being explicitly taught.
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.
Methods approaches 1
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language, including grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning, and total physical response; it also covers concepts like the lexical approach and importance of addressing culture and lowering student anxiety.
The Audio Lingual Method
The document describes the Audio-Lingual Method of language teaching. It emphasizes oral skills and habit formation through drills and repetition. Grammar is taught inductively through examples rather than explicit instruction. The teacher acts as a model for students and corrects errors to prevent formation of bad habits. Cultural information is presented contextually.
Communitylanguagelearning 120220222240-phpapp01
Community Language Learning (CLL) is an approach that sees students as whole people and aims to reduce fears about language learning. The teacher is sensitive to students' struggles and helps them overcome negative feelings. A key activity involves students having conversations while the teacher provides translations from behind without interrupting. Students then reflect on how the activity made them feel. They practice the conversation in groups and the teacher corrects them by repeating phrases correctly.
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The audio lingual method
- 2. The method was first developed in the University of Michigan in 1945 by Charles Fries, after the Second World War. The Audio-Lingual Method is an oral – based approach that drills students in the use of grammatical sentences patterns.
- 3. Teach students to use a target language communicatevily. Learning to use it automatically without stopping to think. Forming new habits and overcoming the old habits of their first language.
- 4. Stimulus Response Reinforcement Pictures Flash cards Audios
- 5. The teacher is like an orchestra leader, directing and controlling the language behavior of the students. It is also responsible for providing the students with a good model for imitation.
- 6. The students imitate the teacher’s model or the tapes that he or she supplies of model speakers. They follow the teacher’s directions and respond as accurately and as rapidly as possible.
- 7. In a classroom the students are attentively listening as the teacher is presenting a new dialog, a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing.
- 8. 1. Dialog memorization 2. Backward build-up (expansion) drill 3. Repetition drill 4. Chain drill 5. Single-slot substitution drill 6. Multiple-slot substitution drill 7. Transformation drill 8. Question-and-answer drill 9. Use of minimal pairs 10.Complete the dialog 11.Grammar game
- 10. Learn new vocabulary Learn new grammatical patterns Improve pronounciation, intonitation, stress and rhythm. Teacher-directed Only focuses on imitation and repetition. Reduce learners intellectual capacity