Techniques and Principles in Language Teaching

Techniques and Principles in Language Teaching IV. The Audio-Lingual Method Josephine Hsin-Chou Huang Department of Applied English St. John’s University

1.World War II : Army Specialized Training Program. (ASTP)→Army Method 2.1939 University of Michigan→Charles Fries→First English Language Institutes. 3.Behavorism行為主義 Stimulus→Organism →Response→Reinforcement (Conditioned) Structuralism結構主義→No Reinforcement

4.Drill and Practice 5.Students are expected to memorize the dialogue. 6.Texplains in L2 & use actions. 7.Ss repeat each line of the dialogue.

Drill 1.Expansion drill. EX: I’m going to the post office. 2.Repetition drill. EX: mimic : inmitate 3.Chain drill 4.Single-slot substitution drill 5.Multiple-slot substitution drill.

Drill 6.Transformation drill. (1)affirmative↔negative (2)active↔passive (3)statement↔question 7.Question-and-answer drill.

Training Training is a controlled practice after the presentation of linguistic items .This practice is strictly controlled by a teacher and usually takes the form of pattern drills. That's to say, Learners produce examples of the structure: these examples are, however, predetermined by the teacher or the

Training text. Students are usually given clear cues. The responses are very controlled, but learners can make a limited choice of vocabulary. The purpose of the training is to realize the transition from mechanical practice to meaningful practice to communicative practice, also from strictly controlled practice to

Training student-centered practice.

Substitution Drill 1. Single-slot Substitution Drill The teacher says a line, usually from the text. Next, the teacher says a word or a phrase - called the cue. The students repeat the line the teacher has given them, substituting the cue into the line in its proper place.

Substitution Drill e.g. the practice of telling the difference between the countable noun and uncountable noun. Teacher's Cue Drills (Is there much/ Are there many ... in the box?) Chalk Is there much chalk in the box? Cake Are there many cakes in the box? Bread Is there much bread in the box?

Substitution Drill 2. Multiple-slot Substitution Drill This drill is similar to the single-slot substitution drill. The difference is that the teacher gives cue phrases, one at a time, that fit into different slots in the sentence .the students must recognize what part of speech each cue is, where it fits into the sentence, and make any other changes such as subject-verb agreement

Substitution Drill They then say the line, fitting the cue phrase into the sentence where it belongs. e.g. to be going to do something Teacher's cue Drill’s he , read , in the park He is going to read in the park. I, dance, by the lake I am going to dance by the lake. They, work, in the factory They are going to work in the factory,

Transformation Drill Teacher gives students a certain kind of sentence, an affirmative sentence for example. Students are asked to transform this sentence into different structures. A. Transform an affirmative sentence into a negative one.

Transformation Drill T: I say she usually takes a walk after super. You make a question by saying “Does she usually take a walk after supper?" Next sentence is that he likes swimming S: Does he like swimming during summer vocation B. Change a statement into a question. C. Change an active sentence into a passive one. D. Change direct speech into reported speech

Chain Drill begins the chain by greeting a particular student, or asking him a question .That student responds and turns to the student next to him. The first student greets or asks question of the second student and the chains continues e.g. the questions of the present perfect tense : Have you done ...? What have you done?

Chain Drill T: Have you had noodles for this supper? S1: No, I haven't, T: What have you had? S1: 1 have had porridge? (ToS2)Have you cleaned the dining-hall? S2: No, I haven't S1: What place have you cleaned? S2: I have cleaned the meeting-room

Question-and-answer Drill This drill gives students practice with answering questions. The students should answer the teacher's questions very quickly .This gives the students practice with the question patterns. e.g. the question patterns in the form of the present perfect tense.

Question-and-answer Drill T: Have you had everything ready for the mid-term examination? S2: Yes, of course, I have. T :( toS2) Please ask him the preparations in details. Have you listen to some materials in English? Have you finished working out the problems in The exam paper?

Backward Build-up Drill The drill is also called Expansion Drill. It is used when a long .difficult sentence structure is giving student some trouble. The teacher breaks down the sentence into several parts. The students repeat a part of the sentence, usually the last phrase of the sentence. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the whole sentence.

Backward Build-up Drill he teacher begins with the part at the end of the sentence and works backward from there to keep the intonation of the sentence as natural as possible. e.g. I am going to the railway station to meet the foreign quests

Backward Build-up Drill T: Repeat after me:to meet the foreign friend. Ss: to meet the foreign friend T: going to the railway station to meet the foreign quest Ss: going to the railway station to meet the foreign friend T: I am going to the railway station to meet the foreign friend Ss: …

Techniques and Principles in Language Teaching