AUDIOLINGUAL METHOD

BY :

OSCAR YUSTINO CARASCALAO

INTRODUCTION

• Like the Direct Method, it is also an oral-based approach. The

Audio-Lingual Method drills students in the use of grammatical

sentence patterns.

• Unlike the Direct Method, it has a strong theoretical base in

linguistics and psychology.

• Charles Fries (1945) of the University of Michigan led the way in

applying principles from structural linguistics in developing the

method, and for this reason, it has sometimes been referred to

as the ‘Michigan Method

• It was thought that the way to acquire the sentence patterns of

the target language was through conditioning –helping learners

to respond correctly to stimuli through shaping and

reinforcement. Learners could overcome the habits of their

native language and form the new habits required to be target

language speakers

THEORY OF LEARNING

•The Audiolingual

Method

Behaviorism (Human behavior)

Behavioral psychology (the secret of of all human learning)

- Stimulus- Response

- Reinforcement

THE PSYCHOLOGICAL FOUNDATION OF AUDIOLINGUALISM

Reinforcement (behavior likely to occur again and

become habit)

Stimulus Organism Response behavior

No reinforcement (behavior not likely to occur again)

OBJECTIVES

Brooks defined that there are two objectives of Audiolingual

method as follows:

1. Short-range objectives

2. Long-range objectives

1. WHAT ARE THE GOALS OF TEACHERS WHO USE THE AUDIO-LINGUAL METHOD?

• Teachers Want their students to be able to use the target

language communicatively. Their students achieve this by

forming new habits in the target language and overcoming the

old habits of their native language.

2. WHAT ARE SOME CHARACTERISTICS OF THE TEACHING/LEARNING PROCESS?

• New vocabulary and structural patterns are presented through dialogues.

• The dialogs are learned through imitation and repetition.

• Drills are conducted based upon the patterns present in the dialog.

• Students' successful responses are positively reinforced.

• Grammar is induced from the examples given; explicit grammar rules are not provided.

• Cultural information is contextualized in the dialogs or presented by the teacher.

• Students’ reading and written work is based upon the oral work they did earlier.

3. WHAT IS THE NATURE OF STUDENT-TEACHER INTERACTION?

• There is student-to-student interaction in chain drills or when

students take different roles in dialogs, but this interaction is

teacher-directed. Most of the interaction is between teacher

and students and is initiated by the teacher

4. HOW IS THE LANGUAGE VIEWED? HOW IS THE CULTURE VIEWED?

• Every language is seen as having its own unique system. The

system is comprised of several different levels: phonological,

morphological, and syntactic. Each level has its own distinctive

patterns.

• Everyday speech is emphasized in the Audio-Lingual Method.

Culture consists of the everyday behavior and lifestyle of the

target language speakers.

5. WHAT AREAS OF LANGUAGE ARE EMPHASIZED? WHAT LANGUAGE SKILLS ARE EMPHASIZED?

• Vocabulary is kept to a minimum while the students are

mastering the sound system and grammatical patters.

• The natural order of skills presentation is adhered to: listening,

speaking, reading, and writing. The oral/aural skills receive

most of the attention. Pronunciation is taught from the

beginning, often by students working in language laboratories

on discriminating between members of minimal pairs.

6.WHAT IS THE ROLE OF THE STUDENTS’NATIVELANGUAGE?

• The habits of the students’ native language are thought to

interfere with the students’ attempts to master the target

language.

7. HOW DOES THE TEACHER RESPOND TO STUDENT ERRORS?

• Student errors are to be avoided if at all possible through the

teacher’s awareness of where the students will have difficulty

restriction of what they are taught to say.

Learner roles

Students play a reactive role by responding stimuli

Students have little control over the content, pace or style of learning

They are not encouraged to initiate interaction

Students do not always understand the meaning of what they are repeating

Listen to the teacher, imitating, responding, performing controlled tasks

Learn new form of verbal behavior

Teacher roles

Central and active role

Teacher-dominated method

Teachers are models of the target language, control the direction and pace of learning

Monitors and correct the learners’ performance

The role of instructional

materials

A students textbook is often not

used

Teacher’s book

Tape recorder

Audio visual

equipment

Language laboratory

The Procedure in Audiolingalism

Students first hear a model dialogue

The dialogue is adapted to the students’ interest or situation through changing certain keywords or phrases

Certain key structures from the dialogue are selected and used as the basis for pattern drills of different kinds

The students may refer to their textbook, follow up reading, writing, or vocabulary activities based on the dialogue may be introduced

Follow up activities may take place in the language laboratory, where further dialogue and drill work is carried out.

Advantages

+

• It aims at developing listening and speaking skills which is a step away from the Grammar translation method

+

• Teachers are easy to teach even if in big class group, because by using drilling, the teacher can control participation of each participants.

+• The students can imitate the way of native speaker

in pronounce the sentences or the words.

Disadvantages

-• The failure to teach long-term communicative

proficiency.

-• The use of memorizing and drilling also only

create the students’ habits not their competences

-• Students lacked an active role in the classroom.

Conclusion

There are many similarities between SituationalLanguage Teaching and Audiolingualism. The orderin which the language skills are introduced, and thefocus on accuracy through drill and practice in thebasic structures and sentence patterns of the targetlanguage, might suggest that these methods drewfrom each other. In fact, however, SituationalLanguage Teaching was a development of theearlier Direct method and does not have the strongties to linguistics and behavioral psychology thatcharacterize Audiolingualism.

It’s time to full fill a

questionare

Thank YouFor Your Attention