AUDIOLINGUAL METHODapril 9

7/31/2019 AUDIOLINGUAL METHODapril 9

1/26

AUDIOLINGUALMETHOD

It resulted from the increasedattention given to foreignlanguage teaching in the UnitedStates toward the end of the1950s

PRACTICE MAKES PERFECT


2/26


3/26

THEORY OF LANGUAGE

It was derived from a view (structurallinguistics) proposed by Americanlinguists in the 1950s


4/26

Characteristics:A. Elements in a language were thought of as being lin-early produced in a rule-governed way.

B. Language samples could be exhaustively describedat any structural level of descriptionC. Linguistic levels were thought of as systems withinsystems, that is as being pyramidally structured.

S TRUCTURAL LINGUISTICS

Learning a language entails mastering theelements or building blocks of the language

and learning the rules by which these

elements are combined


5/26

HOW ARE ELEMENTS COMBINED ?Phoneme to morpheme to word to phrase tosentence

WHAT IS AN IMPORTANT TENET OFSTRUCTURAL LINGUISTICS?

The primary medium of language is oral:Speech is language

Language is speech, not writingA language is a set of habits.Teach the language, not about the language

-William Moulton-


6/26

WHAT SHOULD A METHOD BE BASED ON?

Language Psychology

Audiolingualism


7/26

THEORY OF LEARNING

WHO DEVELOPED THIS METHOD?

Language teaching theoriticians andmethodologists

They based their theory on psychology knownas: behavioral psychology


8/26


9/26

WHAT IS THE ROLE OF REINFORCEMENT ?

A vital element in the learning process

It increases the likelihood that thebehavior will occur again andeventually become a habit


10/26

METHODOLOGICAL PRACTICES

1. Foreign language learning is basically aprocess of mechanical habit formation2. Language skills are learned more effectively

if the items to be learned in the targetlanguage are presented in spoken formbefore they are seen in written form

3. Analogy provides a better foundation for

language learning than analysis.4. Meanings that the words of a language have

for the native speaker can be learned only ina linguistic and cultural context and not inisolation. (57)


11/26

DESIGN Audiolingualists demanded acomplete reorientation of the

foreign language curriculum

WHAT DOES A REORIENTATION IMPLY?

Speech-based instructionNew materialsTexts and tests


12/26

OBJETIVES

Training in:listening comprehension,

accurate pronunciation,recognition of speechsymbols as graphic signs onthe printed pagethe ability to reproducethese symbols in writing

IMMEDIATEControl of the structures ofsound, form and orderVocabularyMeaning

Language as the nativespeaker uses it

SHORT-RANGEOBJECTIVES

LONG-RANGEOBJECTIVES


13/26

SYLLABUS

Linguistic syllabus that containsKey items of phonology, morphology, andsyntax of the language arranged according

to their order of presentation.It is derived from a contrastive analysis ofthe differences between the native languageand the target languageA lexical syllabus of basic vocabulary isspecified in advance.


14/26

TYPES OF LEARNING AND TEACHING ACTIVITIES

contextualize key

structures andillustratesituations

They are used forrepetition andmemorization

RepetitionInflection

ReplacementRestatementCompletionTranspositionExpansionContractionTransformationIntegrationRejoinder

Restoration

DIALOGUES: DRILLS


15/26

LEARNER ROLE

Learners are viewed as organisms that canbe directed by skilled training techniques toproduce correct responses

Learners play a REACTIVE ROLE byresponding to stimuli.

They have little control over the content,pace or style of learningThey are not encouraged to initiateinteraction


16/26

TEACHER ROLE

The teachers role is central and activeIt is a teacher-dominated methodTeacher models the target language,controls the direction and pace oflearning, monitors and corrects thelearners performance

Teacher must keep learners attentive byvarying drills and tasks and choosingrelevant situations to practice structures


17/26

THE ROLE OF INSTRUCTIONAL MATERIALS

Tape recorders and audivisual

equipment have central rolesA language laboratory is alsoessential

Textbooks are often not used inthe elementary phases


18/26

P ROCEDURES IN A TYPICAL AUDIOLINGUAL LESSON

Students first hear a modeldialogue

Dialogue is adapted to students interest orsituation, through changing some key

words or phrases

Certain key structures from thedialogue are selected and used asthe basis pattern drills of different

kinds


19/26

Students may refer to their textbooks,and follow-up reading, writing, orvocabulary activities based on the

dialogue

Follow up activities may take place inthe language laboratory, wherefurther dialogue and drill work is

carried out


20/26

DEMO CLASS

Peter: Im sorry Im late. Have you been here long?

Mandy: No, only for a few minutes.Peter: Have you chosen a restaurant yet?Mandy: I cant decide. Have you ever eaten Moroccanfood?Peter: No, I havent. Is it good?Mandy: Its delicious. Ive had it several times.Peter: Or how about Thai food? Have you ever had greencurry?Mandy: Actually, I have. I lived in Thailand as a teenager. Iate it a lot there.Peter: I didnt know that. How long did you live there?

Mandy: I lived there for two years.


21/26


22/26

Peter: I m .. I m late. Have you .. here .? Mandy: No, .. for a few .

Peter: you a . yet? Mandy: I can t . Have you ev.. eatenMoroccan food?Peter: No, I haven t. Is it .? Mandy: It s . I ve had it times. Peter: Or how . Thai.? Have you ever had.? Mandy:., I have. I .in Thailand as a. I.it a lot there. Peter: I didn t that. How.did you livethere?Mandy: I . there for..years.


23/26

Peter: I m .. I m .. . you .. here .? Mandy: No, .. for a .

Peter: you a . yet? Mandy: I can t . Have you .. eaten.Moroccan food? Peter: No, I .. Is it .?

Mandy: It s . I ve.it times. Peter: Or how . Thai.? .. .ever had.? Mandy:., I have. I .in .. as a

. I.it a lot ... Peter: I didn t that. How.did youthere? Mandy: I . there for..years.


24/26

NOW USE YOUR OWN INFORMATION ANDPRACTICE THE DIALOGUE


25/26

NOW LISTEN TO A PHRASE . THEN ASK A QUESTION

Eat raw fish

Have you ever eaten raw fish?

Sing at a karaoke bar

Be lost

Drink carrot juice

Get sick on vacation


26/26

LISTEN TO A QUESTION FOLLOWED BY A WORD OR PHRASE .

How long have you been at this school?Two years.Ive been at this school for two years.

1. How long have you had that hairstyle? Severalweeks

2. How long have been here? 7:003. How long have you known Jerry? 1996

Documents

AUDIOLINGUAL METHODapril 9