Scribd Logo
Upload

Welcome to Scribd!

  • 270 views

    Audio-Lingual Method

    Uploaded by

    Ana Santiago Civera
    The audiolingual method originated during World War II from the Army Method and aural-oral approach. It is based on structuralism and behaviorism. The method focuses on grammar drills and rejects use of the native language. It views language learning as habit formation through stimulus-response-reinforcement. The teacher controls the learning process and corrects students, while students play a passive role responding to stimuli. The goals are accurate pronunciation and grammar skills to use the language like a native speaker.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Audio-Lingual Method

    Uploaded by

    Ana Santiago Civera
    270 views11 pages
    The audiolingual method originated during World War II from the Army Method and aural-oral approach. It is based on structuralism and behaviorism. The method focuses on grammar drills and rejects use of the native language. It views language learning as habit formation through stimulus-response-reinforcement. The teacher controls the learning process and corrects students, while students play a passive role responding to stimuli. The goals are accurate pronunciation and grammar skills to use the language like a native speaker.

    Original Description:

    Audio-lingual method

    Original Title

    Audio-lingual Method Ppt

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The audiolingual method originated during World War II from the Army Method and aural-oral approach. It is based on structuralism and behaviorism. The method focuses on grammar drills and rejects use of the native language. It views language learning as habit formation through stimulus-response-reinforcement. The teacher controls the learning process and corrects students, while students play a passive role responding to stimuli. The goals are accurate pronunciation and grammar skills to use the language like a native speaker.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    270 views11 pages

    Audio-Lingual Method

    Uploaded by

    Ana Santiago Civera
    The audiolingual method originated during World War II from the Army Method and aural-oral approach. It is based on structuralism and behaviorism. The method focuses on grammar drills and rejects use of the native language. It views language learning as habit formation through stimulus-response-reinforcement. The teacher controls the learning process and corrects students, while students play a passive role responding to stimuli. The goals are accurate pronunciation and grammar skills to use the language like a native speaker.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    AUDIOLINGUAL METHOD

    Carla Agost, Carmen Bosque, Natalia Cubero, Icíar Gómez,


    Mercé Matalí, Bárbara Navarro and Ana Santiago
    BACKGROUND: Where does it come from?
    Before Second World War, there were three methods:

    ● A modified Direct Method Approach


    ● A reading Approach
    ● A Reading- Oral Approach

    THESE METHODS WERE PROBLEMATIC


    ORIGIN
    During World War II

    ● Army Method
    ● Aural oral approach

    Based on:

    ● Structural view of language


    ● Behaviourist theory of language learning
    AUDIOLINGUAL METHOD → DIRECT
    METHOD
    Similarities

    ● Both considered as a reaction against Grammar Translation method


    ● Both REJECT the use of mother tongue
    ● Speaking and listening PRECEDED reading and writing competences

    Differences

    ● Direct → Highlight VOCABULARY


    ● Audio-lingual → Focus on GRAMMAR DRILLS
    APPROACH
    Theory of Learning: STRUCTURALISM

    ● Structural view to language


    ○ Elements in a language are linearly produced in a rule-governed way
    ○ Language sample could be described at any structural level
    ○ Linguistic levels are pyramidally structured
    APPROACH
    Theory of learning: BEHAVIOURISM

    ● Based on Skinner’s Behaviourism Theory


    ● Human are organisms that are capable of learning many behaviours
    ● It depends on three elements:
    1. Stimulus: Bring out behaviour
    2. Response: Triggered by stimulus
    3. Reinforcement: It marks the response as being appropriate or not and
    encourages repetition → Vital in the learning process
    APPROACH - Conclusions
    Theory of Learning

    ● Foreign language learning is a process of mechanical habit-formation


    ● Language skills are learnt orally first and then in written form → More
    effective
    ● Analogy is better than analysis
    ● The meanings that the words of a language have for the native speaker
    are only learnt in a linguistic and cultural context → not in isolation
    ● Mistakes → BAD → Avoid mistakes because they are bad habits
    OBJECTIVES
    SHORT - TERM OBJECTIVES

    ● Training in listening comprehension


    ● Accurate pronunciation
    ● Recognition of speech symbols as graphic signs on the printed page
    ● The ability to reproduce these symbols in writing

    LONG - TERM OBJECTIVES

    ● Language is used as a native speaker


    ● Knowledge of the L2 → Bilingualism → L1 = L2
    ROLES
    LEARNER ROLES

    ● Passive → They are directed by the teacher


    ● Reactive role by responding to stimuli
    ● Little control over the content or style of learning

    TEACHER ROLES

    ● Active → Teacher-dominated method → Center of the process


    ● Controls the process of learning
    ● Corrects the learner’s performance

    THE ROLES OF INSTRUCTIONAL MATERIAL

    ● Materials in order to orient the teacher


    ● Audiovisual equipment often have central roles (provides models for
    dialogues and drills)
    TRANSFORMATION CONTRACTION
    REPETITION
    EXPANSION
    INTEGRATION
    REJOINDER AUDIOLINGUAL TRANSPOSITION
    REPLACEMENT
    INFLECTION RESTATEMENT
    RESTORATION COMPLETION
    CONCLUSION

    Although we have been talking about this method that is still present in many of the
    schools, we have to recognize that we aren't agree with it. It isn't all about repeating
    how students can learn, it is more important to let them discover and indagate in new
    concepts.

    You might also like