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5.Audio-Lingual Method. Approach

The Audio-Lingual Method is a method of foreign language teaching that was developed in the US during World War II. It emphasizes speaking and listening before reading and writing. Key principles include: - Language is learned through imitation and habit formation via dialogues and drilling techniques - Grammar is taught inductively and errors are avoided - The target language is the medium of instruction, and mother tongue use is discouraged - The teacher controls the learning environment and students respond to drills and stimuli

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6K views4 pages

5.Audio-Lingual Method. Approach

The Audio-Lingual Method is a method of foreign language teaching that was developed in the US during World War II. It emphasizes speaking and listening before reading and writing. Key principles include: - Language is learned through imitation and habit formation via dialogues and drilling techniques - Grammar is taught inductively and errors are avoided - The target language is the medium of instruction, and mother tongue use is discouraged - The teacher controls the learning environment and students respond to drills and stimuli

Uploaded by

gunay
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© © All Rights Reserved
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5.Audio-Lingual Method.

Approach
The Audio-lingual Method is a method of foreign language teaching which
emphasizes the teaching of listening and speaking before reading and writing.
Audio-lingual Method (ALM) was developed in the US during the Second World
War. The Audio-lingual method is the product of three historical circumstances.
For its views on language, audiolingualism drew on the work of American linguists
such as Leonard Bloomfield. The method used was known as the “informant
method”, since it used a native speakers of the language, the informant, and a
linguist. The informant served as a source of language for imitation, and the
linguist supervised the learning experience. The intensive system adopted by the
army achieved excellent results  The prime concern of American Linguistics at the
early decades of the 20th century had been to document all the indigenous
languages spoken in the USA because of the dearth of trained native teachers who
would provide a theoretical description of the native languages, linguists had to
rely on. It uses dialogues as the main form of language presentation and drills as
the main training techniques. Mother tongue is discouraged in the classroom. This
method is combination between behavioral psychology and linguistic. It’s also
called “Army method”.
Syllabus- lexical and structure based Contains key items of phonology (language
sounds), morphology (word structure) and syntax (language structure and phrasal
hierarchies) of a language arranged according to their order of presentation. These
may have been derived in part form a constrastive analysis of differences between
the native language and target language. Lexical syllabus of basic vocabulary items
is usually specified in advance.
There are two objectives in this method: Short-range objective includes training in
listening comprehension and accurate pronunciation. Long-range objective or the
ultimate goal is to develop the student’s abilities are the same like what native
speakers have, to use it automatically without stopping to think.
Based on the principles of behavior psychology. Spoken form first, written form
later. Grammar is taught inductively through drills. Vocabulary is limited and
learned in context, not in isolation. Purpose language is the medium of instructions.
New material is presented in dialogue form. Teacher-dominated method. Correct
pronunciation and grammar emphasized. Successful responses are immediately
reinforced. The Basic Principles of The Audio- Lingual Method The five Slogans
which were established for the teaching process and used by the teachers who
adopted this method were: 1- Language is speech, not writing. The Audio-Lingual
laid emphasis on the spoken skill before giving the learner the written form
(pronunciation, intonation and colloquial forms).2-A language is a set of habits.
The Audio-Lingual Method was based on habit formation. Language is acquired
during childhood at the same way as children acquire other social habits by
imitation and memorization. Learners acquire Language automatically by using
dialogue material. 3- Teach the language not about the language. This slogan
represents a reaction against the main principle of the Grammar Translation
Method ( allotted time to communicate in the target language without analyzing
grammar).4- A language is what its native speakers say, not what someone else
thinks they ought to say. Teachers shouldn’t impose the grammatical points
according to specific criteria, but in order to learn, students should speak the
language as it is used by its native speakers. 5- Languages are different. The notion
of universal grammar was rejected in this case. So each language is analyzed
according to its own features without any relation to another language.
Theory of language. Learning is a process of forming habits; the teacher controls
the learning environment and learners are empty vessels into which the teacher
pours knowledge. It is important to prevent learners from making errors; errors
lead to bad habits, and should be immediately corrected by the teacher. The
learning of a FL 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 for target language use will be figured out or learned through induction.
Positive reinforcement helps the students to develop correct.

THEORY OF LEARNING. The learning theory of Audiolingualism is behavioral


psychology which is an empirically based approach to the study of human
behavior. Behaviorism tries to explain how an external event (a stimulus) caused a
change in the behavior of an individual (a response) without using concepts like
“mind” or “ideas” or any kind of mental behavior. Behaviorist psychology states
that people are conditioned to learn many forms of behavior, including language,
through the process of training or conditioning.
The Role of the Teacher and the Student in the Audio-Lingual Method The
teacher’s role in the Audio-Lingual Method ‘is like an orchestra leader.’ He leads
and directs students in their style of learning the language. He is also responsible
for supplying the students with a good model for imitation.

Whereas, the student’s role is considered as an imitator of what is being said in


front of him, either by a teacher or a tape. They follow what is directed by their
teacher and to respond as rapidly as possible. Students play a reactive role by
responding stimuli Students have little control over the content, pace or style of
learning They are not encouraged to initiate interaction. Students do not always
understand the meaning of what they are repeating Listen to the teacher, imitating,
responding, performing controlled tasks Learn new form of verbal behavior
The Audio-Lingual Method aims to develop communicative competence of
students using dialogues and drills. The use of dialogues and drills are effective in
foreign language teaching as they lead the students to produce speech. Repetition
of the dialogues and the drills will enable students to respond quickly and
accurately in spoken language.

The role of instructional materials Textbooks, tapes, visuals (films and pictures),
realia, and if possible language labs make perfect materials for ALM.A students
textbook is often not used Teacher’s book Tape recorder Audio visual equipment
Language laboratory. It provides opportunity for further drill work and to receive
controlled error-free-practice.

The Procedure in Audiolingalism Students first hear a model dialogue The


dialogue is adapted to the students’ interest or situation through changing certain
keywords or phrases Certain key structures from the dialogue are selected and used
as the basis for pattern drills of different kinds The students may refer to their
textbook, follow up reading, writing, or vocabulary activities based on the dialogue
may be introduced Follow up activities may take place in the language laboratory,
where further dialogue and drill work is carried out. The

Techniques and Activities Used by the Audio-Lingual Method The Audio-Lingual


Method has a different techniques in contrast with the Grammar Translation
Method and the Direct Method. It lays emphasis on mimicry as a main technique.
This is done through memorization of the dialogues and imitative repetition. The
use of drills and patterns practice includes the following: 1- Repetition: where the
student repeats an utterance as soon as he hears it, without looking at printing
materials. EX: I used to know him. – I used to know him. I used to know him years
ago… 2- Inflection: Where one word in a sentence appears in another form when
repeated. EX: I bought the ticket. -I bought the tickets. He bought the candy -She
bought the candy. 3-Replacement: Where one word is replaced by another word.
EX: He bought this house cheap. He bought it cheap Helen left early. She left
early. 4-Restatement: The student rephrases an utterance and addresses it to
someone else, according to instructions. EX: Tell him to wait for you. Wait for me.
Ask her how old she is How old are you?. 5-Completion. EX: I have a………… I
have a cat. 6-Transposition: A change in word order is necessary when a word is
added. added. EX: I’m hungry. /so/ - So am I. 7- Expansion. When a word is added
it takes a certain place in the sequence. sequence. EX: I know him .(hardly). – I
hardly Know him. 8- Contraction: A single word stands for a phrase or clause. EX:
Put your hand on the table. -Put your hand there. 9-Transformation: A sentence is
transformed by being made negative or interrogative or through changes in tense,
mood, voice, aspect, or modality. EX: He knows my address. He doesn't know my
address.10-Integration: Two separate utterances are integrated into one. EX: They
must be honest. It is important that This is important. they be honest. 11-
Rejoinder: Student makes an appropriate rejoinder to a given pattern. (polite,
answer the question, agree, disagree, express surprise, etc.) EX: Thank you. You're
welcome. What is your name? My name is Sam. 12-Restoration: is one of the most
common patterns that can be found in ESL textbooks. EX: kids/waiting /school bus
Kids are waiting for school bus.

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