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 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 Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
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.
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.
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
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.
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 Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
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.
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.
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
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.
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 document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
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.
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
The Audio-Lingual Method (ALM) = Army MethodAslı Coşkun
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.
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
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.
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
TEFL - The Oral Approach & Situational Language TeachingSheila Wijayanti
The document discusses the Oral Approach and Situational Language Teaching methods developed in the 1920s-1960s. It outlines the key characteristics of the approach, including beginning with spoken language, using the target language in the classroom, introducing new language situationally with a controlled vocabulary and graded grammar. Reading and writing are introduced after establishing a lexical and grammatical basis. The approach is based on behavioral habit-learning theory and aims to teach practical language skills. Detailed teaching procedures are provided, including listening practice, choral imitation, and substitution drilling. Procedures associated with Situational Language Teaching were an extension of techniques from the earlier Oral Approach.
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
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
The audiolingual method was developed in the 1940s in response to the need for intensive foreign language training during World War 2. It emphasized oral skills over reading and writing, using behavioral psychology principles. Language was taught through repetitive drills and dialog memorization to form habits. While it standardized language teaching, its theoretical foundations were considered weak and it failed to enable functional communication for many students.
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
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.
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Additional resource for audio lingual methodLama Albabtain
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
The 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 document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
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.
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
The Audio-Lingual Method (ALM) = Army MethodAslı Coşkun
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.
The Direct Method is a language teaching method that does not allow translation and requires students to learn through direct association between the target language and meaning using objects, pictures, and situations. Key principles are using the target language for communication from the beginning, inductive grammar instruction without explicit rules, and developing reading, writing, speaking, and pronunciation skills through practice. Drawbacks include the need for highly proficient teachers and the potential inefficiency of avoiding explanations in the native language.
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
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.
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
TEFL - The Oral Approach & Situational Language TeachingSheila Wijayanti
The document discusses the Oral Approach and Situational Language Teaching methods developed in the 1920s-1960s. It outlines the key characteristics of the approach, including beginning with spoken language, using the target language in the classroom, introducing new language situationally with a controlled vocabulary and graded grammar. Reading and writing are introduced after establishing a lexical and grammatical basis. The approach is based on behavioral habit-learning theory and aims to teach practical language skills. Detailed teaching procedures are provided, including listening practice, choral imitation, and substitution drilling. Procedures associated with Situational Language Teaching were an extension of techniques from the earlier Oral Approach.
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
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
The audiolingual method was developed in the 1940s in response to the need for intensive foreign language training during World War 2. It emphasized oral skills over reading and writing, using behavioral psychology principles. Language was taught through repetitive drills and dialog memorization to form habits. While it standardized language teaching, its theoretical foundations were considered weak and it failed to enable functional communication for many students.
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
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.
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Additional resource for audio lingual methodLama Albabtain
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.
This document describes the Audio-Lingual Method (ALM) of foreign language teaching. It discusses how ALM uses repetition drills, dialogues, and a focus on oral skills to teach grammar patterns and help students form new habits in the target language. Student interaction is teacher-directed and occurs through drills like chain drills. Errors are avoided, the target language is used exclusively, and testing is discrete-point in nature.
The Audio-lingual Method 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.
The document discusses various approaches to teaching English as a foreign language (TEFL). It describes 15 approaches including student-centered, teacher-centered, grammar-translation, direct method, audio-lingual method, communicative language teaching, the silent way, community language learning, and total physical response. Each approach is explained, highlighting differences in techniques and focus, such as a focus on oral skills and memorization in audio-lingual versus communication in communicative language teaching.
The direct method by beny i.n. nadeak, s.pdBeny Nadeak
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students’ native language (Diller 1978).
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
The document provides an overview of several language teaching methods:
- The Grammar-Translation Method focuses on reading, writing, and memorizing grammar rules. Students translate between the target and native languages.
- The Direct Method avoids translation and focuses on speaking and listening through demonstrations and real-world examples.
- The Audio-Lingual Method uses drills to teach structures and reinforce correct responses. Students imitate the teacher to learn through habit.
- The PPP Method presents new language, has students practice it, and then produce it freely. It encourages accuracy over fluency.
- Community Language Learning creates transcripts of student conversations in their native language. Students then work with the target language equival
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.
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
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.
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) 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.
Summary of the most important methods presented in classJuliita
The document summarizes six major language teaching methods: 1) Grammar Translation focuses on reading, writing, and grammar rules with translation activities; 2) Direct Method uses only the target language and teaches vocabulary through objects/pictures; 3) Audio-Lingual Method drills grammar through repetition and replaces/rephrases sentences; 4) Community Language Learning uses students' native language initially and focuses on reducing anxiety; 5) Total Physical Response links the target language to physical activities to reinforce comprehension; 6) Communicative Language Teaching promotes real communication through tasks and meaningful activities like role-plays.
The document outlines training objectives and materials for literacy tutors. Over four sessions, tutors will learn strategies for teaching English as a second language, including vocabulary, conversation, reading and writing. They will understand the components of language and how adults learn. Tutors will practice techniques like chaining and Total Physical Response. Homework includes creating dialogues, reviewing materials, and reading the teaching resource book. The goal is to prepare tutors to effectively support students in developing English skills for work, family and citizenship.
This document discusses different methods of teaching English, including the grammar translation method, direct method, deductive method, and inductive method.
The grammar translation method focuses on translating words, phrases, and sentences directly from English to a student's native language. It emphasizes reading and grammar rules over speaking. The direct method aims to teach English naturally without translation, associating words with experiences.
The deductive method presents grammar rules first before examples, while the inductive method uses numerous examples to induce rules. The inductive approach encourages more student involvement than explicit teacher explanation.
The document summarizes three language teaching methods:
1. The Grammar Translation Method focuses on grammar rules, reading/writing, and translating between the native and target languages. Student roles are passive and accuracy is strictly emphasized.
2. The Direct Method emphasizes oral communication and forbids the native language in class. Students play an active role through interactions. Grammar is taught inductively.
3. The Audio-Lingual Method is based on behaviorism and habit formation. Grammar rules are induced from examples through repetition, reinforcement and drilling. Learning is inductive without explicit rule explanations.
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.
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
2. INTRODUCTION
The Audio-Lingual Method was developed in the United
States during World War II. At that time there was a need
for people to learn foreign languages rapidly for military
purposes.
The Grammar-Translation Method did not prepare people
to use the target language. While communication in the
target language was the goal of the Direct Method, there
were at the time exciting new ideas about language and
learning.
4. 1. The teacher introduces a new dialog
Language forms do not occur by themselves; they
occur most naturally within a context.
5. 2. The language teacher uses only the target
language in the classroom. Actions, pictures, or
realia are used to give meaning otherwise.
The native language and the target language have separate
linguistic systems. They should be kept apart so that the
students' native language interferes as little as possible
with the students' attempts to acquire the target language.
6. 3. The language teacher introduces the dialog by
modeling it two times; she introduces the drills by
modeling the correct answers; at other times, she
corrects mispronunciation by modeling the proper
sounds in the target language.
One of the language teacher's major roles is that of a
model of the target language. Teachers should provide
students with a native-speaker-like model. By listening
to how it is supposed to sound, students should be
able to mimic the model.
7. 4. The students repeat each line of the new
dialog several times.
Language learning is a process of habit formation. The
more often something is repeated, the stronger the
habit and the greater the learning.
8. 5. The students stumble over one of the lines
of the dialog. The teacher uses a backward
build-up drill with this line.
It is important to prevent learners from making errors.
Errors lead to the formation of bad habits. When
errors do occur, they should be immediately corrected
by the teacher.
9. 6. The teacher initiates a chain drill in which each
student greets another.
The purpose of language learning is to learn how to
use the language to communicate.
10. 7. The teacher uses single-slot and multiple-slot
substitution drills.
Particular parts of speech occupy particular "slots" in
sentences. In order to create new sentences, students
must learn which part of speech occupies which slot.
11. 8. The teacher says, "Very good" when the
students answer correctly.
Positive reinforcement helps the students to develop
correct habits.
12. 9. The teacher uses spoken cues and picture cues.
Students should learn to respond to both verbal and
nonverbal stimuli.
13. 10. The teacher conducts transformation and
question-and answer drills.
Each language has a finite number of patterns. Pattern
practice helps students to form habits which enable
the students to use the patterns.
14. 11. The teacher provides the students with cues; she
calls on individuals; she smiles encouragement; she
holds up pictures one after another.
The teacher should be like an orchestra leader-
conducting, guiding, and controlling the students'
behavior in the target language.
15. 12. New vocabulary is introduced through lines
of the dialog; vocabulary is limited.
The major objective of language teaching should be for
students to acquire the structural patterns; students
will learn vocabulary afterward.
16. 13. Students are given no grammar rules;
grammatical points are taught through examples
and drills.
The learning of a foreign language should be the same
as the acquisition of the native language. We do not
need to memorize rules in order to use our native
language.
The rules necessary to use the target language will be
figured out or induced from examples.
18. 1. What are the goals of teachers who use the
Audio-Lingual Method?
Teachers want their students to be able to use the target
language communicatively. In order to do this, they
believe students need to overlearn the target language, to
learn to use it automatically without stopping to think.
Their students achieve this by forming new habits in the
target language and overcoming the old habits of their
native language.
19. 2. What is the role of the teacher? What is the
role of the students?
The teacher is like an orchestra leader, directing and
controlling the language behavior other students.
She also is responsible for providing her students with a
good model for imitation.
Students are imitators of the teacher's model or the tapes
she supplies of model speakers.
They follow the teacher’s directions and respond as
accurately and as rapidly as possible.
20. 3. What are some characteristics of the
teaching/learning process?
New vocabulary and structures are presented through
dialogs.
The dialogs are learned through imitation and repetition.
Students' successful responses are positively reinforced.
Grammar is induced from the examples given; explicit
grammar rules are not provided.
21. 4. What is the nature of student-teacher
interaction? What is the nature of student-student
interaction?
There is student-to-student interaction in chain drills or
when students take different roles in dialogs, but this
interaction is teacher directed.
Most of the interaction is between teacher and students
and is initiated by the teacher.
22. 5. How are the feelings of the students
dealt with?
There are no principles of the method that relate to
this area.
23. 6. How is language viewed? How is culture viewed?
Everyday speech is emphasized.
The level of complexity of the speech is graded, however,
so that beginning students are presented with only simple
forms.
Culture consists of the everyday behavior and lifestyle of
the target language speakers.
24. 7. What areas of language are emphasized? What
languages kills are emphasized?
The structures of the language are emphasized over all the
other areas. The syllabus is typically a structural one, with
the structures for any particular unit included in the new
dialog. Vocabulary is also contextualized within the
dialog.
The natural order of skills presentation is adhered to:
listening, speaking, reading and writing. The oral/aural
skills receive most of the attention. Pronunciation is
taught from the beginning.
25. 8. What is the role of the students' native language?
The habits of the students' native language are thought to
interfere with the students' attempts to master the target
language.
Therefore, the target language is used in the classroom,
not the students' native language.
A contrastive analysis between the students' native
language and the target language will reveal where a
teacher should expect the most interference.
26. 9. How does the teacher respond to student errors?
Student errors are to be avoided if at all possible
through the teacher's awareness of where the students
will have difficulty and restriction of what they are
taught to say.
28. Dialog Memorization
Dialogs or short conversations between two people are
often used to begin a new lesson. Ss memorize the dialog
through mimicry ("mim-mem"); Ss usually take the role
of one person in the dialog, and the T the other.
After the Ss have learned the one person's lines, they
switch roles and memorize the other person's part.
Another way of practicing the two roles is for half of the
class to take one role and the other half to take the other.
After the dialog has been memorized, pairs of individual
Ss might perform the dialog for the rest of the class.
29. Backward Build-up (Expansion) Drill
This drill is used when a long line of a dialog is giving Ss
trouble.
T breaks down the line into several parts. Ss repeat a part
of the sentence, usually the last phrase of the line. Then,
following the T’s cue, Ss expand what they are repeating
part by part until they are able to repeat the entire line.
T begins with the part at the end of the sentence and
works backward from there. This also directs more
student attention to the end of the sentence, where new
information typically occurs.
30. Repetition Drill
Students are asked to repeat the teacher's model as
accurately and as quickly as possible.
This drill is often used to teach the lines of the dialog.
31. Chain Drill
A chain drill gets its name from the chain of conversation
that forms around the room as Ss, one-by-one, ask and
answer questions of each other. T begins the chain by
greeting a particular S, or asking him a question. That S
responds, then turns to the S sitting next to him. The first
S greets or asks a question of the second S and the chain
continues. A chain drill allows some controlled
communication. A chain drill also gives the T an
opportunity to check each S’s speech.
32. Single-slot Substitution Drill
T says a line, usually from the dialog. Next, T says a
word or a phrase-called the cue. Ss repeat the line T
has given them, substituting the cue into the line in its
proper place. The major purpose of this drill is to give
the Ss practice in finding and filling in the slots of a
sentence.
33. Multiple-slot Substitution Drill
This drill is similar to the single-slot substitution drill.
The difference is that T gives cue phrases, one at a
time, that fit into different slots in the dialog line. Ss
must recognize what part of speech each cue is, where
it fits into the sentence, and make any other changes,
such as subject-verb agreement. They then say the
line, fitting the cue phrase into the line where it
belongs.
34. Use of Minimal Pairs
T works with pairs of words which differ in only one
sound; for example, "ship/sheep.” Ss are first asked to
perceive the difference between the two words and
later to be able to say the two words. T selects the
sounds to work on after she has done a contrastive
analysis, a comparison between the Ss’ native language
and the language they are studying.
35. Complete the Dialog
Selected words are erased from a dialog students have
learned.
Ss complete the dialog by filling in the blanks with the
missing words.
36. Grammar Game
Games like the supermarket alphabet game described
in this chapter are often used in the Audio-Lingual
Method. The games are designed to get Ss to practice a
grammar point within a context. Ss are able to express
themselves although it is rather limited in this game.
Notice there is also a lot of repetition in this game.
38. Does it make sense to you that language acquisition
results from habit formation? If so, will the habits of
the native language interfere with target language
learning?
39. Should the commission of errors be prevented as
much as possible?
40. Should the major focus be on the structural patterns of
the target language?
41. Which of these or the other principles of the Audio-
Lingual Method are acceptable to you?
42. Is a dialog a useful way to introduce new material?
43. Should it be memorized through mimicry of the
teacher's model?
45. Is working on pronunciation through minimal-pair
drills a worthwhile activity?
46. Would you say these techniques (or any others of the
Audio-Lingual Method) are ones that you can use as
described?
Could you adapt any of them to your own teaching
approach and situation?
48. Apply what you have understood about the Audio-Lingual
Method.
Read the following dialog. What structure is it trying to
teach?
SAM: Lou's going to go to college next fall.
BETTY: What is he going to study?
SAM: He's going to study biology. He's going to be a doctor.
BETTY: Where is he going to study?
SAM: He's going to study at Stanford.
49. 2. Prepare your own dialog to introduce
a new structure to your students.