AUDIOLINGUAL METHOD

It resulted from the increased attention given to foreign language teaching in the United States toward the end of the 1950s PRACTICE MAKES PERFECT

LETS WATCH SOME LESSONS..

TAKE NOTES WHILE YOU WATCH THE VIDEOS

http://www.youtube.com/watch?v=AJ1tr8kKk

GU
http://www.youtube.com/watch?v=NKV1CRLxIY&feature=related

THEORY OF LANGUAGE

It

was derived from a view (structural linguistics) proposed by American linguists in the 1950s

STRUCTURAL LINGUISTICS
Characteristics: A. Elements in a language were thought of as being linearly produced in a rule-governed way. B. Language samples could be exhaustively described at any structural level of description C. Linguistic levels were thought of as systems within systems, that is as being pyramidally structured.

Learning a language entails mastering the elements or building blocks of the language and learning the rules by which these elements are combined

HOW ARE ELEMENTS COMBINED?

Phoneme

to morpheme to word to phrase to

sentence
WHAT IS AN IMPORTANT TENET OF STRUCTURAL LINGUISTICS? The primary medium of language is oral: Speech is language Language is speech, not writing A language is a set of habits. Teach the language, not about the language -William Moulton

WHAT SHOULD A METHOD BE BASED ON?

Language

Psychology

Audiolingualism

THEORY OF LEARNING
WHO

DEVELOPED THIS METHOD?

Language teaching theoriticians and methodologists

They based their theory on psychology known as: behavioral psychology

TO BEHAVIORIST

A human being is an organism capable or a wide repertoire of behaviors The ocurrence of these behaviors depends on three crucial elements:

STIMULUS
RESPONSE
REINFORCEMENT

elicits behavior triggered by a stimulus marks the response as appropriate or not (repetition

WHAT IS THE ROLE OF REINFORCEMENT?

vital element in the learning process

It

increases the likelihood that the behavior will occur again and eventually become a habit

METHODOLOGICAL PRACTICES
1.

2.

3.

4.

Foreign language learning is basically a process of mechanical habit formation Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form Analogy provides a better foundation for language learning than analysis. Meanings that the words of a language have for the native speaker can be learned only in a linguistic and cultural context and not in isolation. (57)

DESIGN
Audiolingualists

demanded a complete reorientation of the foreign language curriculum

WHAT

DOES A REORIENTATION IMPLY? Speech-based instruction New materials Texts and tests

OBJETIVES
SHORT-RANGE OBJECTIVES

LONG-RANGE OBJECTIVES

Training in: listening comprehension, accurate pronunciation, recognition of speech symbols as graphic signs on the printed page the ability to reproduce these symbols in writing IMMEDIATE Control of the structures of sound, form and order Vocabulary Meaning

Language as the native speaker uses it

SYLLABUS
Linguistic

syllabus that contains Key items of phonology, morphology, and syntax of the language arranged according to their order of presentation. It is derived from a contrastive analysis of the differences between the native language and the target language A lexical syllabus of basic vocabulary is specified in advance.

TYPES OF LEARNING AND TEACHING ACTIVITIES

DIALOGUES: DRILLS

contextualize

key structures and illustrate situations They are used for repetition and memorization

Repetition Inflection Replacement Restatement Completion Transposition Expansion Contraction Transformation Integration Rejoinder Restoration

LEARNER ROLE
Learners

are viewed as organisms that can be directed by skilled training techniques to produce correct responses

Learners

play a REACTIVE ROLE by responding to stimuli. They have little control over the content, pace or style of learning They are not encouraged to initiate interaction

TEACHER ROLE
The

teachers role is central and active It is a teacher-dominated method Teacher models the target language, controls the direction and pace of learning, monitors and corrects the learners performance Teacher must keep learners attentive by varying drills and tasks and choosing relevant situations to practice structures

THE ROLE OF INSTRUCTIONAL

MATERIALS

Tape

recorders and audivisual equipment have central roles A language laboratory is also essential Textbooks are often not used in the elementary phases

PROCEDURES IN A TYPICAL AUDIOLINGUAL

LESSON

Students first hear a model dialogue

Dialogue is adapted to students interest or situation, through changing some key words or phrases

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

Students may refer to their textbooks, and follow-up reading, writing, or vocabulary activities based on the dialogue

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

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 Moroccan food? 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 green curry? Mandy: Actually, I have. I lived in Thailand as a teenager. I ate it a lot there. Peter: I didnt know that. How long did you live there? Mandy: I lived there for two years.

Peter: Im .. Im late. Have you .. here long? Mandy: No, only for a few . Peter: Have you a restaurant yet? Mandy: I cant . Have you ever eaten Moroccan food? Peter: No, I havent. Is it .? Mandy: Its . Ive had it several times. Peter: Or how about Thai.? Have you ever had green curry? Mandy:., I have. I lived in Thailand as a teenager. I.it a lot there. Peter: I didnt that. How long did you live there? Mandy: I . there for two years.

Peter: Im .. Im late. Have you .. here .? Mandy: No, .. for a few . Peter: you a . yet? Mandy: I cant . Have you ev.. eaten Moroccan food? Peter: No, I havent. Is it .? Mandy: Its . Ive 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 didnt that. How.did you live there? Mandy: I . there for..years.

Peter: Im .. Im .. . you .. here .? Mandy: No, .. for a . Peter: you a . yet? Mandy: I cant . Have you .. eaten .Moroccan food? Peter: No, I .. Is it .? Mandy: Its . Ive.it times. Peter: Or how . Thai.? .. .ever had .? Mandy:., I have. I .in .. as a . I.it a lot ... Peter: I didnt that. How.did you there? Mandy: I . there for..years.

NOW USE YOUR OWN INFORMATION AND PRACTICE THE DIALOGUE

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

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.

2.

3.

How long have you had that hairstyle? Several weeks How long have been here? 7:00 How long have you known Jerry? 1996