THE%20AUDIOLINGUAL%20%20METHOD - PowerPoint PPT Presentation

Title: THE%20AUDIOLINGUAL%20%20METHOD


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THE AUDIOLINGUAL METHOD
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-The Coleman Report ( 1929) -The
entry of U.S into World War 2 -The Army
Specialized Training Program
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-American approach to ESL -Leonard
Bloomfield (informant-method)-The first English
Language Institute by Michigan University (1939
)
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-The American Council of Learned
Societies-The emergence of Audiolingualism
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APPROACHTheory of language -Derived
from stuctural linguistics. -Language is speech
not writing. -Language is a set of habits.
-What native speaker says is vital. -Languages
are different.
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Theory of LearningBehaviorism -The study
of human behaviorStimulus gt Organism gt
Response Behavior Reinforcement or no
reinforcement/negative reinforcement
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To apply this theory to language learning

• The stimulus what is thought or presented of the
  foreign language
• The response learners reaction to the stimulus
• The reinforcement approval and praise of the
  teacher or friends or self satisfaction

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Learning principles of Audiolingual Method

• A process of mechanical habit formation
• Using the spoken form of the target language
  before written form in classroom
• Analogy generalization and discrimination and
  inductive grammar teaching
• Teaching words in linguistic and cultural context

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Design

• Speech based instruction with objective of oral
  proficiency
• Cleaning of some old procedures

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Objectives

• Short-range objective accurate pronunciation,
  listening comprehension, recognition of speech
  symbols and using symbols in writing.
• Long-range objective language as native speaker
  uses.

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The Syllabus

• - Morphlogical, phonological and syntactic key
  items
• - Four basic skills are in order of listening,
  speaking, reading and writing

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Types of activities

• Drills and dialogues (correct pronunciation,
  stress, rhytm and intonation)
• - repetition - inflection
• - replacement - restatement
• - completion - transposition
  
• - expansion/contruction
• - integration - transformation
• - restoration - rejoinder

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• Learner Roles
• Reactive role
• Little control over learning

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Teacher Role

• Dominant and active..
• Controlling the process of learning..
• Varying activities..

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According to Brooks

• Harmonizing four skills in this order hearing,
  speaking, reading, writing..
• Teaching spoken language in dialogue..
• Teaching some structure and vocabulary..
• Teaching literary items..
• Making students response individually or in
  chorus..
• Using or not using English..
• Modelling some language behavior and rewarding
  students..

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The role of Instruction materials

• Materials are under the control of teacher
• Tape recorders
• Audiovisual equipments
• Language laboratories..

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Procedure

• Little provision for grammar and talking about
  the language
• Target language as the center of instructions
• Discouragement of translation and the use of
  native language

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Brooks procedure list

• The modelling of all learnings by the teacher
• The early and continued training of the ear and
  tongue
• The learniing of structure through the practice
  of patterns of sound, order and form rather than
  by explanation
• Summarizing of the main points of structure
• Shortening of the time spent

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• Minimizing of vocabulary until structures have
  been learned
• The study of vocabulary only in context
• Practice in translation only as a literary
  exercise at an advanced level

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In a typical audiolingual lesson

• Hearing the dialogues including basic structures
• Changed certain key words by students
• The selection of certain key structures from the
  dialogue and practice in chorus, or individually
• Imitative writing
• More dialogue and drill work

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The decline of Audiolingualism

• unable to transfer skills to real communication
  outside the classroom .
•  boring and unsatisfying.
• attacked as being invalid in terms of both
  language theory and learning theory.
•  -Noam Chomsky (cognitive code learning)  
• Language is not a habit structure.

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CONCLUSION

• Mechanistic aspects of language learning and
  language use.
• Similarity between Situational Language Teaching
  And Audiolingulism
• Focusing on the basic structures of the target
  language

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Difference between Situational Language
Teaching and Audiolingualism-Situational
Language Teaching does not have the strong links
to linguistics and behavioral psychology that
characterize Audiolingulism