Presentation on theme: "The Audiolingual Method - Claudio Cheuquén O. - Javiera Iturra S. - Laura Roa S."— Presentation transcript:
The Audiolingual Method - Claudio Cheuquén O. - Javiera Iturra S. - Laura Roa S.
Definition methodThe Audiolingual is a method of foreign language teaching which emphasized the teaching of listening and speaking before reading and writing. 1. LISTENING 2. SPEAKING passiveactive spoken language written language 3. READING 4. WRITING passiveactive
Background The next revolution in terms of language teaching methodology coincided with the World War II, U.S military requires people to speak and understand foreign languages (Army Method). The U.S government employed linguistics to help to teach and develop materials.
Theoretical Basis Theory of language According to a structural view, language has the following characteristics: 1. Elements in a language are produced in a rule government (structural) way. 2. Language samples could be exhaustively described at any structural level of description 3. Language is structural 4. Language is speech, not writing. 5. Language are different.. The views of language above offered the foundation for the Audiolingual Method.
Theory of language 1. Behaviourist psychology. 2. The three crucial elements in learning: a stimulus, a response and reinforcement. 3. Language learning: a mechanical process of habit formation. According to this behaviorist psychology, learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation.
Basis Principle Objectives Here are some of the objectives of the Audiolingual Method: 1. Accurate pronunciation and grammar. 2. Ability to respond quickly and accurately in speech situations. 3. Knowledge of sufficient vocabulary to use with grammar patterns.
Main features 1. Separation of language skills into listening, speaking, reading and writing. 2. Emphasis on certain practice techniques: mimicry, memorization and pattern drills. 3. New material is presented in dialogue form. 4. Structural patterns are taught using repetitive drills. 5. There is little or no grammatical explanation. 6. Vocabulary is strictly limited and learned in context. 7. There is much use of tapes, language labs, and visual aids. 8. Great importance is attached to pronunciation. 9. Very little use of the mother tongue by teachers is permitted.
Procedure According to Richard and Rodgers, in a typical audiolingual lesson the following procedures will be observed: 1. Recognition. 2. Imitation and repetition. 3. Pattern drills. 4. Follow-up activities.
Sally: Good morning, Bill. Bill: Good Morning, Sally. Sally: How are you? Bill: Fine, thanks, and you? Sally: Fine. Where are you going? Bill: I’m going to the post office. Sally: I am too. Shall we go together? Bill: Sure. Let’s go.
Students’ role: - They repeat, imitate teacher’s model form habits. - Respond as quickly and accurate as possible. - Theyshould overlearn and respond to verbal and non-verbal stimuli.
Teacher’s role: - The teacher is the director, the orchestra leader. - She/he should provide a native-speaker-like model for imitation. - Controls students’ behaviour.
Advantages 1. The first method to have a theory. 2. Making language teaching possible to large groups of learners. 3. Emphasizing sentence production, control over grammatical structures and development of oral ability. 4. Developing simple techniques and making use of language lab. 5. Developing the separation of the language skills.
Disadvantages 1. Weak basis of its theory. 2. Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drills. 3. Learners having little control over their learning. 4. Teacher’s domination of the class. 5. Teacher-oriented materials.
Conclusion This method, in spite of having been criticized early in the 1960s and then its inmediately declination, contributes with practical procedures which can ease up a language learning. We think a class based on repetition through dialogues and another kind of activities, engages inmediately students who, in special circumstances, have problem in grammar or in other language areas where theory is priority. Here students just focus on structures and then the repetion of these, a simple way to learn a language.
References Richards, J.C. and Rodgers, T.S.(2001). Approaches and Methods in Language Teaching, C.U.P., pp.44-63. Cook, V (2008). Second language learning and language teaching. Great Britain, Hodder Education, pp.242-243-244-245-246. Brown, D (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Longman, pp.22-23-24.