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The Audiolingual Method
(ALM)
Reporter:
N98C0004
李雅菁
The Audiolingual Method (ALM)
History
The World War Ⅱ broke out and suddenly
the United States heightened the need to
become orally proficient in the language of
both their allies and their enemies. The
Army Method came to be known as the
Audiolingual Method in the 1950s.
Development of ALM
1. It is based on behaviorist theory,
which professes that certain traits
of living things.
2.Humans can 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.
Characteristics of ALM
(adapted from Prator & Celce-Murcia, 1979)
• 1. New material is presented in dialogue form.
• 2. There is dependence on mimicry,
memorization of set phrases, and overlearning.
• 3. Structures are sequenced by means of
contrastive analysis and taught one at a time.
• 4. Structural patterns are taught by using
repetitive drills.
• 5. There is little or no grammatical explanation.
• 6. Vocabulary is strictly limited and learned in
context.
Characteristics of ALM
• 7. There is much use of tapes, language labs, and
visual aids.
• 8. Great importance is attached to pronunciation.
• 9. Very little use of the mother tongue by
teachers is permitted.
• 10. Successful responses are immediately
reinforced.
• 11. There is great effort to get students to
produce error-free utterances.
• 12. There is a tendency to manipulate language
and disregard content.
An overview of ALM
( adapted from Nunan, 1989)
When to use ALM?
The effect is obvious in the basic stage to practice
easy sentences.
Comparing with Direct Method
ALM didn’t focus on teaching vocabulary.
Rather, the teacher drilled students in the
use of grammar.
The reason of failure
(1964)
It let teachers fail to teach long-term
communication proficiency by ALM.
Oral drills
Drills and pattern practice are typical of ALM.
Repetition : where the student repeats an utterance
as soon as he hears it.
Inflection : Where one word in a sentence appears
in another form when repeated.
Replacement : Where one word is replaced by
another.
Restatement : The student re-phrases an utterance
Example
• Inflection : Teacher : I ate the sandwich.
Student : I ate the sandwiches.
Replacement : Teacher : He bought the car for
half-price.
Student : He bought it for halfprice.
Restatement : Teacher : Tell me not to smoke so
often.
Student : Don't smoke so often!
Example
• Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table.
Teacher: Spoon.
Students: There's a spoon on the table.
Teacher: Book.
Students: There's a book on the table.
Teacher: On the chair.
Students: There's a book on the chair.
Thanks for listening.