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    Audio Lingual Method 2

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    Rapril Gablines Cambaya
    The Audio-Lingual Method was developed in response to the need to quickly teach language proficiency to soldiers during World War 2. It emphasizes speaking and listening over reading and writing through the use of drills and repetition of dialogs. While still used today in some language classes, it is no longer the primary method. Key aspects include a focus on accurate pronunciation and grammar patterns learned through imitation and substitution drills without emphasis on meaning or culture.

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    Audio Lingual Method 2

    Uploaded by

    Rapril Gablines Cambaya
    171 views27 pages
    The Audio-Lingual Method was developed in response to the need to quickly teach language proficiency to soldiers during World War 2. It emphasizes speaking and listening over reading and writing through the use of drills and repetition of dialogs. While still used today in some language classes, it is no longer the primary method. Key aspects include a focus on accurate pronunciation and grammar patterns learned through imitation and substitution drills without emphasis on meaning or culture.

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    AbLit2

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    The Audio-Lingual Method was developed in response to the need to quickly teach language proficiency to soldiers during World War 2. It emphasizes speaking and listening over reading and writing through the use of drills and repetition of dialogs. While still used today in some language classes, it is no longer the primary method. Key aspects include a focus on accurate pronunciation and grammar patterns learned through imitation and substitution drills without emphasis on meaning or culture.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    171 views27 pages

    Audio Lingual Method 2

    Uploaded by

    Rapril Gablines Cambaya
    The Audio-Lingual Method was developed in response to the need to quickly teach language proficiency to soldiers during World War 2. It emphasizes speaking and listening over reading and writing through the use of drills and repetition of dialogs. While still used today in some language classes, it is no longer the primary method. Key aspects include a focus on accurate pronunciation and grammar patterns learned through imitation and substitution drills without emphasis on meaning or culture.

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    © All Rights Reserved
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    AUDIO

    LINGUAL
    METHOD
    Prepared by: group 2
    With the outbreak of World
    War II armies needed to
    become orally proficient in the
    languages of their allies and
    enemies as quickly as possible.
    This teaching technique was
    initially called “the Army
    Method” and was the first to
    be based on linguistic theory
    Modern Usage
    The Audio-lingual Method is
    still in use today, though
    normally as a part of individual
    lessons rather than as the
    foundation of the course.
    These types of lessons can be
    popular as they are relatively
    simple, from the teacher’s
    point of view, and the learner
    Audio-lingual
    Teaching Method
    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
    in ALM, grammar is prioritized over
    vocabulary, and accuracy over fluency, giving
    learners few opportunities to produce errors
    which are seen as potentially “contagious“
    Ultimately, the learner will speak
    “automatically”.

    The Audio-lingual Method has also been


    called audiolingualism, the aural-oral
    approach and — reflecting its military roots
    The audio-lingual method became a
    popular approach to foreign language
    teaching in the mid 20th century and still
    plays an important role in many classes. In a
    departure from earlier methods based on
    reading and writing, audio-lingual
    instruction emphasizes spoken language
    with correct pronunciation and grammar.
    Audio-lingual theory sees language learning
    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
    :
    • Repetition: Where the students repeats an utterance as
    soon as he hears it, without looking at printing
    materials.
    EX::I used to know him/her. – I used to
    know him/her.
    • Infection: Where one word in a sentence appears in
    another form when repeated.
    EX: I bought the tickets – I bought the
    tickets
    • Restatement: The student rephrases an utterance and
    addresses it to someone else, according to
    instructions
    Ex:: Ask her how old she is – How old are you?
    • Completion: The students will complete the phrase
    given by the teacher.
    Ex:: I have a ……… - I have a cat.
    • Transposition: A change in word order is
    necessary when a word is added.
    EX:: I’m hungry /so/ - So am I
    • Expansion: When a word is added it takes a
    • Contraction:: A single words stands for a phrase or clause.

    EX: Put your hand on the table. – Put your hand


    there.
    • 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.
    • Integration:: Two separate utterances are integrated into
    • Rejoinder: Student makes an appropriate rejoinder to a
    given pattern.
    EX: Thank you. You’re welcome
    What is your name? My name is Eric John

    • 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.
    AUDIO
    LINGUAL
    1. Teaching
    Substitution
    Audio-lingual Drills
    substitution drills are mechanical
    exercises that reinforce structural patterns and
    practice vocabulary.
    2.Using
    Transformation Drills
    Transformation activities require a deeper understanding
    of the sentence, because students must produce different
    grammatical forms.

    3. Taking Activities to the


    Communicative Level
    Once students have mastered the basic vocabulary and
    structures of a dialogue, communicative activities allow for
    more natural practice
    4. Focus on Practical
    Pronunciation
    The audio-lingual approach, based upon language
    structure, naturally treated the sounds of language as
    important building blocks for the creation of
    utterances, that is, meaningful strings of sounds.

    5. Identifying the
    sound system
    You don’t need to have a comprehensive list of all
    the sounds available for speaking the target
    language. It will suffice to help your students to
    first articulate, then recognize, the most basic
    6. Using tongue-twisters to
    build articulation and strength
    The students will have much more fun working with
    complete sentences so try well-known tongue-twisters.

    7. Do Structural
    Drilling Exercises
    The repetitive practice of basic constructs
    develops strength and agility for later
    improvisational work.
     CHARACTERISTICS OF
    LEARNIG PROCESS
     DIALOGS
     LEARNING Through
    imitation
     Learning through
    repitition
    ADVANTAGES
    • 1. Provides practice in language patterns:: students will be
    able to memorize and use the language directly in real
    conversation.
    • 2. Promotes good pronunciation: Through listening, students
    will be able to pronounce the word correctly.
    • 3.Stresses fluency: students learn pronunciation, intonation
    and stress through mimicking what the teacher says or what
    they hear.
    DISADVANTAGES
    • Process of learning emphasize on speaking and little
    attention is paid to content.
    • Ignores the communicative competence in teaching
    practice.
    • Failure to learn results only from the improper
    application of the method.
    • Audio-Lingual Method is boring; not creative.
    • The method is based on mechanical learning and
    CONTRAST
    BETWEEN
    GOAL OF ALM
    AND GTM
    ALM GTM
    • the student should • the students should
    be able to use the be able to read
    target language literature written in
    communicatively the target language
    Role of the teacher
    and
    ALM the student
    GTM
    • the teacher direct and • the teacher is the
    control the language authority in the
    behavior of the classroom
    students • the students do as she
    • The students follow the says so they learn what
    teachers direction and she knows
    respond as accurately
    Characteristic of
    Teaching/Learning Process
    ALM GTM
    • new vocabulary & structural • student are taught to
    patterns are presented translate from one language
    through dialogues into another
    • the dialogues are learned • students study grammar
    through imitation & deductively
    repetition • students memorize native
    • grammar is induced from the language equivalents for
    example given target language vocabulary
    • cultural information is words
    contextualized in
    How the language
    alm viewed?
    GTM
    • everyday speech is
    emphasized and comprises
    •literary language
    several different levels, is considered
    How is culture
    phonological,,
    morphological, syntactic

    • culture consistsviewed
    of • culture is viewed
    the everyday
    as consisting of
    behavior and
    lifestyle of the target literature and fine
    Area of language emphasized
    GTM: vocabulary & grammar
    ALM: sound system & grammatical pattern
    Language skills emphasized
    GTM: reading & writing
    ALM: listening, speaking, reading, writing (natural order)

    The role of the students native language


    GTM: the student's native language is mostly used
    ALM: the target language is used in the classroom

    How is evaluation accomplished


    GTM: written tests in which students are asked to translate
    ALM: the answer to this question is not obvious

    How teacher respond to students error


    GTM: the teacher gives them correct
    ALM: students errors are to be avoided if at all possible
    From the explanation above, we can get the
    conclusion that Audio Lingual Method is the teaching
    method which emphasize the speaking and listening
    skill. It makes the students can pronoun and listen
    well. The Audio Lingual Method can make
    circumstance of teaching in the class more life. The
    Audio Lingual Method is more effective to make
    pronunciation and listening skill. However, this
    method does not emphasize grammar in detail.
    Furthermore, cognitive approach will elucidate us
    more which will be discussed by next group!

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