Audio Lingual

AUDIOLINGUAL METHOD
BACKGROUND
PROMOTERS
* Charles Fries
* B. F. Skinner
* J. C. Richards
* Leonard Bloomfield
OBJECTIVES
* Teachers want their students to be able to use the target language effectively.
* Students need to overlearn the target language.
* Students need to learn to use the target language automatically without stopping to think.
* Studentsachieve this by forming new habits in the target language and overcoming the old habits of their native language.
PRINCIPLES
Speaking and listening competence preceded reading and writing competence.
The development of language skills is a matter of habit formulation.
Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures.Abstract vocabulary is taught through association of ideas.
The instructor would present the correct model of a sentence and the students would have to repeat it. (there is no explicit grammar instruction—everything is simply memorized in form).
No use of the native language to explain new words or grammar.
STUDENTS ROLES
Students are imitators of the teacher's model or the tapes the teachersupplies of model speakers. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output.
TEACHERS ROLES
The teacher is like an orchestra leader, directing and controlling the language behavior of her students. The teacher is alsoresponsible for providing students with a good model for imitation. The teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct opposition with communicative language teaching.
PRINCIPLES
* It is based on behaviorist theory, which professes that certain traitsof living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.
* the audio-lingual method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language.* the audio-lingual method focus on the teacher drilled students in the use of grammar.
* the instructor would present the correct model of a sentence and the students would have to repeat it. (there is no explicit grammar instruction—everything is simply memorized in form).
TECHNIQUES
1) Dialog memorization
* Dialogs or short conversations between two people are often used to begina new lesson.
* Students memorize the dialog through mimicry.
* In the Audio-Lingual Method, certain sentence patterns and grammar points are included within the dialog.
* These patterns and points are later practiced in drills based on the lines of the dialog.
2) Backward build-up (expansion) drill
The teacher breaks down a line into several parts. The students repeat a part of thesentence, usually the last phrase of the line. Then, following the teacher's cue, the students expand what they are repeating part by part until they are able to repeat the entire line. The teacher begins with the part at the end of the sentence (and works backward from there) to keep the into­nation of the line as natural as possible. This also directs more student attention to the end of thesentence, where new information typically occurs.
3) Repetition drill
Students are asked to listen carefully to the teacher's model, and then they have to repeat and attempt to mimic the model as accurately and as quickly as possible.
4) Chain drill
The chain of conversation that forms around the room as students, one-by-one, ask and answer questions of each other. The teacher begins the chain...