Audiolingualism

UNIVERSIDAD LATINA DE COSTA RICA

ENGLISH DEPARTMENT, HONORS DEGREE

GRADUATION SEMINAR

Professor: Carlos Gómez M.Ed.

Student : Jackeline Brenes Montero

Table of contents

Front page………………………pg # 1
Table of contents………………pg # 2
Introduction …..……….….. pg # 4
General objective: …………. pg # 4
Specific objective..................pg # 4Methodological frame………pg #4
Theory …………….. ……….pg # 4
Conclusion ……………… ...pg # 10
Reference s…..…………….pg # 11

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An audio-lingualistic approach

Jackeline Brenes Montero
Universidad Latina de Costa Rica

With the purpose of an integrated educational preparation which helps the Costa Rica citizen to face therequirements of a demanding and globalized society, Costa Rican educational system has to design teaching programs where student’s could be expose to any method in order to find the one which will take them through the path of knowledge and proficiency. The audio-lingual method is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trainedthrough a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.This approach to language learning was similar to the direct method. Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students' native language to explain new words orgrammar in the target language. However, unlike the direct method, the audio-lingual method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar. |

Introduction: pplied to language instruction, and often within the context of the language lab, the instructor of the audiolingualism approach would present the correct model of a sentenceand the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply memorized in form. 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 staticdrills in which the students have little or no control on their own output; 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. General Objective: he structural view of language is the mostimportant view behind the audio-lingual method. Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them spoken in the USA. However, because of the dearth of trained native teachers who would provide a theoretical description of the native languages, linguists had to rely on observation. For the same reason, a strong focus on oral languagewas developed. At the same time, behaviourist psychologists such as B.F. Skinner were forming the belief that all behaviour (including language) was learnt through repetition and positive or negative reinforcement. The third factor that enabled the birth of the Audio-lingual method was the outbreak of World War II, which created the need to post large number of American servicemen all over theworld. It was therefore necessary to provide these soldiers with at least basic verbal communication skills. Unsurprisingly, the new method relied on the prevailing scientific methods of the time, observation and repetition, which were also admirably suited to teaching en masse. Because of the influence of the military, early versions of the audio-lingualism came to be known as the “army method.”....