1. Chapter 4 The Audiolingual Method

2. Q1: What are the principles of the Audio-lingual Method?

3. Audiolingual Method Structural linguistic theory Contrastive analysis Aural-oral procedures Behaviorist psychology

4. In structural linguistics…
Primarily what is spoken and only secondarily what is written (Brooks, 1964)
Teach the language, not about the language
A language is what its native speakers say, not what someone thinks they ought to say (Moulton, 1961)

5. In Behaviorist psychology (Skinner, 1957; Brown, 1980)…
The human being is an organism capable of a wide repertoire of behaviors
A stimulus triggers a response
Reinforcement serves to mark the response as being appropriate or inappropriate and encourages the repetition (or suppression) of the response in the future
Speaking and listening competence preceded reading and writing competence.

6. Use of L1 is highly discouraged in the classroom.
The development of language skills is a matter of habit formulation.
Students practice particular patterns of language through structured dialogue and drill until response is automatic.
Structured patterns in language are taught using repetitive drills.
The emphasis is on having students produce error free utterances.
This method of language learning supports kinesthetic learning styles.
Only everyday vocabulary and sentences are taught.

7. Q2: What are the techniques used in class?

8. Backward build up drill (expansion drill)
Repetition drill
Chain drill
Single-slot substitution drill
Multiple-slot substitution drill
Transformation drill
Question-and-answer drill
Use of minimal pairs
Complete the dialogue
Grammar game

9. Q3:What is the role of the teacher/student
Q3:What is the role of the teacher/student? Q4: What is the nature of interaction (teacher-student/student-student)? Q5: What is the role of the students’ first language?

10. Q: What are the advantages and disadvantages?

11. Human language use is not imitated behavior but is created anew from underlying knowledge of abstract rules (Chomsky, 1966)
Basic method of teaching is repetition, speech is standardized and pupils turn into parrots who can reproduce many things but never create anything new or spontaneous.
Ss are unable to transfer knowledge to real communication outside the classroom

12. Chapter 5 Total Physical Response

13. Q1: What are the principles of TPR?

14. Natural method The principle of TPR may be seen in the interaction of adults and infants in intimate caretaking transactions. Observations of infants show that most babies internalize, through body movements, an intricate linguistic map of how the language works before the infant is ready to talk. Language acquisition is clearly a linear progression with comprehension first, then production (Asher, 2001)

15. Brain lateralization The left brain does not want the student to take risks because the person may make a mistake. The right brain, for comparison, encourages playfulness without fear. The right brain tells the student: “Take a chance!. You won’t go to jail! Enjoy it! Just start doodling in this new language.”

17. Q2: What is the teacher’s role?

18. The teacher provides raw material for the “cognitive map” that the learners will construct in their own minds.
The teacher refrains from too much correction in the early stages and as the learners’ speech becomes “fine-tuned”, more teacher intervention is expected.

19. Q3: What are the advantages disadvantages of TPR?

20. Advantages It is fun and easy
It is good for kinesthetic learners who need to be active in the class.
It does not require a great deal of preparation on the part of the teacher.
It is a good tool for learning vocabulary.
Class size does not need to be a problem.
There is no age barrier.
TPR is aptitude-free, working well with a mixed ability class.

21. Disadvantages
It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way.
It is easy to overuse TPR.
It is limited, since everything cannot be explained with this method. It must be combined with other approaches.

22. Chapter 6
The silent way

23. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned
Learning is facilitated by accompanying physical objects
Learning is facilitated by problem solving involving the material to be learned (Gattegno, 1972)

24. Learning involves transferring what one knows to new contexts.
Mistakes are used to enhance learning
Cooperation among students is encouraged
The teacher works with the students while the students work on the language
Language is not learned by repeating after a model. Students need to develop their own ‘inner criteria’ for correctness.
Silence is a tool. It helps to foster autonomy, or the exercise of initiative.

25. Q: What are the advantages and disadvantages?