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    Audio Lingual Method

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    Jorge Taveras
    The audio-lingual method is an oral-based language teaching method that was used by the US Army. It is based on principles of behaviorism and emphasizes pattern practice, memorization of dialogs, immediate correction of errors, and separation of L1 and L2. The teacher acts as a conductor to guide repetitive drills and control student behavior, while preventing errors and reinforcing correct responses. The goal is for students to automatically respond to verbal and nonverbal cues through habit formation.

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    Audio Lingual Method

    Uploaded by

    Jorge Taveras
    749 views9 pages
    The audio-lingual method is an oral-based language teaching method that was used by the US Army. It is based on principles of behaviorism and emphasizes pattern practice, memorization of dialogs, immediate correction of errors, and separation of L1 and L2. The teacher acts as a conductor to guide repetitive drills and control student behavior, while preventing errors and reinforcing correct responses. The goal is for students to automatically respond to verbal and nonverbal cues through habit formation.

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    The audio-lingual method is an oral-based language teaching method that was used by the US Army. It is based on principles of behaviorism and emphasizes pattern practice, memorization of dialogs, immediate correction of errors, and separation of L1 and L2. The teacher acts as a conductor to guide repetitive drills and control student behavior, while preventing errors and reinforcing correct responses. The goal is for students to automatically respond to verbal and nonverbal cues through habit formation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    749 views9 pages

    Audio Lingual Method

    Uploaded by

    Jorge Taveras
    The audio-lingual method is an oral-based language teaching method that was used by the US Army. It is based on principles of behaviorism and emphasizes pattern practice, memorization of dialogs, immediate correction of errors, and separation of L1 and L2. The teacher acts as a conductor to guide repetitive drills and control student behavior, while preventing errors and reinforcing correct responses. The goal is for students to automatically respond to verbal and nonverbal cues through habit formation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 9

    Audio - Lingual Method

    Army Method
    Principles of the Audio-lingual
    method
     The native language and the target language have separate
    linguistic systems. They should be kept apart so that the
    students' native language interferes as little as possible
    with the students' attempts to acquire the target language.
     One of the language teacher's major roles is that of a
    model of the target language. Teachers should provide
    students with a native-speaker-like model. By listening to
    how it is supposed to sound, students should be able to
    mimic the model.
     Language learning is a process of habit formation. The
    more often something is repeated, the stronger the habit
    and the greater the learning (The students repeat each line
    of the new dialogue several times).
    Principles of the Audio-lingual
    method
     The purpose of language learning is to learn how to use
    the language to communicate (The teacher initiates a
    chain drill in which each student greets another).
     Positive reinforcement helps the students to develop
    correct habits (The teacher says, "Very good," when
    the students answer correctly).
     The major objective of language students should learn
    to respond to both verbal and nonverbal stimuli (The
    teacher uses spoken cues and picture cues).
     Each language has a finite number of patterns. Pattern
    practice helps
    students to form habits which enable the students to
    use the patterns.
    Principles of the Audio-lingual
    method
     Students should "over learn," i.e., learn to answer
    automatically without stopping to think.
     The teacher should be like an orchestra leader-
    conducting, guiding, and controlling the
    students' behavior in the target language.
     The major objective of language teaching should be
    for students to
    acquire the structural patterns. New vocabulary is
    introduced through lines of the dialogue; vocabulary
    is limited.
     It is important to prevent learners from making
    errors. Errors lead to the formation of bad habits.
    When errors do occur, they should be im­mediately
    corrected by the teacher.
    Principles of the Audio-lingual
    method
     The learning of a foreign languages should be the same
    as the acquisition of the native language. We do not need
    to memorize rules in order to use our native language.
     The major challenge of foreign language teaching is
    getting students to overcome the habits of their native
    language. A comparison between the native and target
    language will tell the teacher in what areas her students
    will probably experience.
     Language cannot be separated from culture. Culture is
    not only literature and the arts, but also the everyday
    behavior of the people who use the target language. One
    of the teacher's responsibilities is to present information
    about that culture.
    Techniques of the Audio-
    lingual method
     Dialogue Memorization
     Backward Build-up (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
    Types of learning and
    teaching activities
     Repetition
     Inflection
     Replacement
     Restatement
     Completion
     Transposition
     Expansion
     Contraction
     Transformation
     Integration
     Rejoinder
     Restoration
    Teacher's role

    In Audiolingualism, as in Situational
    Language Teaching, the teacher's role is
    central and active; it is a teacher-
    dominated method.
    Disadvantage
    Students were often found to be unable
    to transfer skills acquired through
    Audiolingualism to real communication
    outside the classroom, and many found
    the experience of studying through
    audiolingual procedures to be boring and
    unsatisfying.

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