audiolingual methodapril 9
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AUDIOLINGUALMETHOD
It resulted from the increasedattention given to foreignlanguage teaching in the UnitedStates toward the end of the1950s
PRACTICE MAKES PERFECT
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THEORY OF LANGUAGE
It was derived from a view (structurallinguistics) proposed by Americanlinguists in the 1950s
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Characteristics:A. Elements in a language were thought of as being lin-early produced in a rule-governed way.
B. Language samples could be exhaustively describedat any structural level of descriptionC. Linguistic levels were thought of as systems withinsystems, that is as being pyramidally structured.
S TRUCTURAL LINGUISTICS
Learning a language entails mastering theelements or building blocks of the language
and learning the rules by which these
elements are combined
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HOW ARE ELEMENTS COMBINED ?Phoneme to morpheme to word to phrase tosentence
WHAT IS AN IMPORTANT TENET OFSTRUCTURAL LINGUISTICS?
The primary medium of language is oral:Speech is language
Language is speech, not writingA language is a set of habits.Teach the language, not about the language
-William Moulton-
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WHAT SHOULD A METHOD BE BASED ON?
Language Psychology
Audiolingualism
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THEORY OF LEARNING
WHO DEVELOPED THIS METHOD?
Language teaching theoriticians andmethodologists
They based their theory on psychology knownas: behavioral psychology
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WHAT IS THE ROLE OF REINFORCEMENT ?
A vital element in the learning process
It increases the likelihood that thebehavior will occur again andeventually become a habit
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METHODOLOGICAL PRACTICES
1. Foreign language learning is basically aprocess of mechanical habit formation2. Language skills are learned more effectively
if the items to be learned in the targetlanguage are presented in spoken formbefore they are seen in written form
3. Analogy provides a better foundation for
language learning than analysis.4. Meanings that the words of a language have
for the native speaker can be learned only ina linguistic and cultural context and not inisolation. (57)
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DESIGN Audiolingualists demanded acomplete reorientation of the
foreign language curriculum
WHAT DOES A REORIENTATION IMPLY?
Speech-based instructionNew materialsTexts and tests
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OBJETIVES
Training in:listening comprehension,
accurate pronunciation,recognition of speechsymbols as graphic signs onthe printed pagethe ability to reproducethese symbols in writing
IMMEDIATEControl of the structures ofsound, form and orderVocabularyMeaning
Language as the nativespeaker uses it
SHORT-RANGEOBJECTIVES
LONG-RANGEOBJECTIVES
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SYLLABUS
Linguistic syllabus that containsKey items of phonology, morphology, andsyntax of the language arranged according
to their order of presentation.It is derived from a contrastive analysis ofthe differences between the native languageand the target languageA lexical syllabus of basic vocabulary isspecified in advance.
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TYPES OF LEARNING AND TEACHING ACTIVITIES
contextualize key
structures andillustratesituations
They are used forrepetition andmemorization
RepetitionInflection
ReplacementRestatementCompletionTranspositionExpansionContractionTransformationIntegrationRejoinder
Restoration
DIALOGUES: DRILLS
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LEARNER ROLE
Learners are viewed as organisms that canbe directed by skilled training techniques toproduce correct responses
Learners play a REACTIVE ROLE byresponding to stimuli.
They have little control over the content,pace or style of learningThey are not encouraged to initiateinteraction
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TEACHER ROLE
The teachers role is central and activeIt is a teacher-dominated methodTeacher models the target language,controls the direction and pace oflearning, monitors and corrects thelearners performance
Teacher must keep learners attentive byvarying drills and tasks and choosingrelevant situations to practice structures
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THE ROLE OF INSTRUCTIONAL MATERIALS
Tape recorders and audivisual
equipment have central rolesA language laboratory is alsoessential
Textbooks are often not used inthe elementary phases
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P ROCEDURES IN A TYPICAL AUDIOLINGUAL LESSON
Students first hear a modeldialogue
Dialogue is adapted to students interest orsituation, through changing some key
words or phrases
Certain key structures from thedialogue are selected and used asthe basis pattern drills of different
kinds
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Students may refer to their textbooks,and follow-up reading, writing, orvocabulary activities based on the
dialogue
Follow up activities may take place inthe language laboratory, wherefurther dialogue and drill work is
carried out
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DEMO CLASS
Peter: Im sorry Im late. Have you been here long?
Mandy: No, only for a few minutes.Peter: Have you chosen a restaurant yet?Mandy: I cant decide. Have you ever eaten Moroccanfood?Peter: No, I havent. Is it good?Mandy: Its delicious. Ive had it several times.Peter: Or how about Thai food? Have you ever had greencurry?Mandy: Actually, I have. I lived in Thailand as a teenager. Iate it a lot there.Peter: I didnt know that. How long did you live there?
Mandy: I lived there for two years.
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Peter: I m .. I m late. Have you .. here .? Mandy: No, .. for a few .
Peter: you a . yet? Mandy: I can t . Have you ev.. eatenMoroccan food?Peter: No, I haven t. Is it .? Mandy: It s . I ve had it times. Peter: Or how . Thai.? Have you ever had.? Mandy:., I have. I .in Thailand as a. I.it a lot there. Peter: I didn t that. How.did you livethere?Mandy: I . there for..years.
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Peter: I m .. I m .. . you .. here .? Mandy: No, .. for a .
Peter: you a . yet? Mandy: I can t . Have you .. eaten.Moroccan food? Peter: No, I .. Is it .?
Mandy: It s . I ve.it times. Peter: Or how . Thai.? .. .ever had.? Mandy:., I have. I .in .. as a
. I.it a lot ... Peter: I didn t that. How.did youthere? Mandy: I . there for..years.
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NOW USE YOUR OWN INFORMATION ANDPRACTICE THE DIALOGUE
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NOW LISTEN TO A PHRASE . THEN ASK A QUESTION
Eat raw fish
Have you ever eaten raw fish?
Sing at a karaoke bar
Be lost
Drink carrot juice
Get sick on vacation
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LISTEN TO A QUESTION FOLLOWED BY A WORD OR PHRASE .
How long have you been at this school?Two years.Ive been at this school for two years.
1. How long have you had that hairstyle? Severalweeks
2. How long have been here? 7:003. How long have you known Jerry? 1996