Transcript THE AUDIOLINGUAL METHOD

THE AUDIOLINGUAL
METHOD
-The Coleman Report ( 1929)
-The entry of U.S into World War 2
-The Army Specialized Training
Program
-American approach to ESL
-Leonard Bloomfield (informant-method)
-The first English Language Institute by
Michigan University (1939 )
-The American Council of Learned
Societies
-The emergence of Audiolingualism
APPROACH
Theory of language:
-Derived from stuctural linguistics.
-Language is speech not writing.
-Language is a set of habits.
-What native speaker says is vital.
-Languages are different.
Theory of Learning
Behaviorism
-The study of human behavior
Stimulus > Organism > Response Behavior =
Reinforcement or no reinforcement/negative
reinforcement
To apply this theory to
language learning:
• The stimulus: what is thought or
presented of the foreign language
• The response: learner’s reaction to the
stimulus
• The reinforcement: approval and praise
of the teacher or friends or self
satisfaction
Learning principles of
Audiolingual Method
• A process of mechanical habit formation
• Using the spoken form of the target
language before written form in classroom
• Analogy: generalization and discrimination
and inductive grammar teaching
• Teaching words in linguistic and cultural
context
Design
• Speech based instruction with objective of
oral proficiency
• Cleaning of some old procedures
Objectives
• Short-range objective: accurate
pronunciation, listening comprehension,
recognition of speech symbols and using
symbols in writing.
• Long-range objective: language as
native speaker uses.
The Syllabus
- Morphlogical, phonological and syntactic
key items
- Four basic skills are in order of listening,
speaking, reading and writing
Types of activities
• Drills and dialogues (correct pronunciation, stress,
rhytm and intonation)
- repetition
- inflection
- replacement
- restatement
- completion
- transposition
- expansion/contruction
- integration
- transformation
- restoration
- rejoinder
• Learner Roles:
- Reactive role
- Little control over learning
Teacher Role:
• Dominant and active..
• Controlling the process of learning..
• Varying activities..
According to Brooks:
• Harmonizing four skills in this order: hearing,
•
•
•
•
•
•
speaking, reading, writing..
Teaching spoken language in dialogue..
Teaching some structure and vocabulary..
Teaching literary items..
Making students response individually or in
chorus..
Using or not using English..
Modelling some language behavior and
rewarding students..
The role of Instruction
materials:
• Materials are under the control of teacher
• Tape recorders
• Audiovisual equipments
• Language laboratories..
Procedure
Little provision for grammar and talking
about the language
Target language as the center of
instructions
Discouragement of translation and the use
of native language
Brooks’ procedure list:
• The modelling of all learnings by the
teacher
• The early and continued training of the
ear and tongue
• The learniing of structure through the
practice of patterns of sound, order and
form rather than by explanation
• Summarizing of the main points of
structure
• Minimizing of vocabulary until structures
have been learned
• The study of vocabulary only in context
• Practice in translation only as a literary
exercise at an advanced level
In a typical audiolingual lesson:
• Hearing the dialogues including basic
structures
• Changed certain key words by students
• The selection of certain key structures
from the dialogue and practice in chorus,
or individually
• Imitative writing
• More dialogue and drill work
The
decline
of
Audiolingualism
• unable to transfer skills to real
communication outside the classroom .
• boring and unsatisfying.
• attacked as being invalid in terms of both
language theory and learning theory.
-Noam Chomsky (cognitive code learning)
‘Language is not a habit structure’.
CONCLUSION
• Mechanistic aspects of language learning
and language use.
Similarity between Situational
Language Teaching And
Audiolingulism:
• Focusing on the basic structures of the
target language
Difference between
Situational Language
Teaching and
Audiolingualism:
-Situational Language Teaching does
not have the strong links to linguistics
and behavioral psychology that
characterize Audiolingulism