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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 ).

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THE AUDIOLINGUAL METHOD

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  1. THE AUDIOLINGUAL METHOD

  2. -The Coleman Report ( 1929)-The entry of U.S into World War 2 -The Army Specialized Training Program

  3. -American approach to ESL -Leonard Bloomfield (informant-method)-The first English Language Institute by Michigan University (1939 )

  4. -The American Council of Learned Societies-The emergence of Audiolingualism

  5. APPROACHTheory 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.

  6. Theory of LearningBehaviorism -The study of human behaviorStimulus > Organism > Response Behavior = Reinforcement or no reinforcement/negative reinforcement

  7. 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

  8. 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

  9. Design • Speech based instruction with objective of oral proficiency • Cleaning of some old procedures

  10. 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.

  11. The Syllabus - Morphlogical, phonological and syntactic key items - Four basic skills are in order of listening, speaking, reading and writing

  12. Types of activities • Drills and dialogues (correct pronunciation, stress, rhytm and intonation) - repetition - inflection - replacement - restatement - completion - transposition - expansion/contruction - integration - transformation - restoration - rejoinder

  13. Learner Roles: • Reactive role • Little control over learning

  14. Teacher Role: • Dominant and active.. • Controlling the process of learning.. • Varying activities..

  15. 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..

  16. The role of Instructionmaterials: • Materialsareunderthecontrol of teacher • Taperecorders • Audiovisualequipments • Languagelaboratories..

  17. Procedure Littleprovisionforgrammarandtalkingaboutthelanguage Targetlanguage as thecenter of instructions Discouragement of translationandtheuse of nativelanguage

  18. Brooks’ procedurelist: • Themodelling of alllearningsbytheteacher • Theearlyandcontinuedtraining of theearandtongue • Thelearniing of structurethroughthepractice of patterns of sound, orderand form ratherthanbyexplanation • Summarizing of themainpoints of structure • Shortening of the time spent

  19. Minimizing of vocabularyuntilstructureshavebeenlearned • Thestudy of vocabularyonly in context • Practice in translationonly as a literaryexercise at an advancedlevel

  20. In a typicalaudiolinguallesson: • Hearingthedialoguesincludingbasicstructures • Changedcertainkeywordsbystudents • Theselection of certainkeystructuresfromthedialogueandpractice in chorus, orindividually • Imitativewriting • Moredialogueanddrillwork

  21. The decline of Audiolingualism • unable to transfer skills to real communication outside the classroom . • boring and unsatisfying. • attacked as being invalid in terms of bothlanguage theory and learning theory. -Noam Chomsky (cognitive code learning) ‘Language is not a habit structure’.

  22. 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

  23. DifferencebetweenSituationalLanguageTeachingandAudiolingualism:-SituationalLanguageTeachingdoes not havethestronglinkstolinguisticsandbehavioralpsychologythatcharacterizeAudiolingulism

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