Notesale: Turn your study into money

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ELTE201/AUDIO-LINGUAL METHOD
INTRODUCTION
• The audio-lingual method, like the direct method just examined, has a goal
very different from that of the grammar translation method
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At the time there was a need for people to learn foreign
languages rapidly for military purposes
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• While communication in the target language was the goal of the direct
method, there were at the time exciting new ideas about language and
learning emanating from disciplines of “DESCRIPTIVE LINGUISTICS” and
“BEHAVIORAL PSYCHOLOGY”
...

• Some of the principles are similar to these of the direct method, but many are
different, having been based upon conception of language and learning
(THEORY OF LEARNING AND THEORY OF LANGUAGE) from these two
disciplines
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THEORY OF LEARNING: BEHAVIORISM (BEHAVIORAL PSYCHOLOGY)
• To the behaviorist, the human being is an organism capable of a wide
repertoire of behaviors
...

• Reinforcement is a vital element in the learning process, because it increases
the likelihood that the behavior will occur again and again and eventually
become a “HABIT”
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• According to the behavioral psychology; foreign language learning is basically
the process of “MECHANICAL HABIT FORMATION”
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STIMULUS – ORGANISM – RESPONSE BEHAVIOR =
+POSITIVE REINFORCEMENT (behavior likely to occur again and become a habit)
-NO REINFORCEMENT/NEGATIVE REINFORCEMENT (behavior not likely to occur
again)

THEORY OF LANGUAGE: STRUCTURAL LINGUISTICS – SENTENCE STRUCTURE
(STRUCTURALISM)
• The theory of language underlying Audio-lingualism is a view that came to be
known as “STRUCTURAL LINGUISTICS – the view that language is a system of
structurally related elements for the coding of meaning
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• Learning is a language entails mastering the elements or building blocks of the
language and learning the rules by which these elements are combined, from
phoneme to morpheme to word to phrase to sentence
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• New things are presented in “DIALOGUES”, they are used a lot in ALM
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Teacher makes the
student memorize whole dialogue
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o Each language is unique – languages are different
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o “Teach the language, not about the language”
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• “DRILLS” are used to make students fully understand the structure of the
sentence
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EXAMPLE: “Backward Built-Up Drill” – while in repetition of the dialogue, the
teacher starts from the back, so that importance can be made to the grammatical
rule that is being taught
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(New vocabulary and structural patterns are presented through
dialogues
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They should be kept apart so that the students’ native language interferes as
little as possible with the students’ attempts to acquire the target language
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)
• One of the language teacher’s major roles is that of a model of the target
language
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• Language learning is a process of habit formation
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• It is important to prevent learners from making errors
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Errors should immediately be corrected
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• Particular parts of the speech occupy particular “SLOTS” in sentences
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o Drills such as “Repetition, Backward Built-Up, Chain, Substitution,
Transformation, and Question – Answer” are conducted based upon the
patterns present in the dialogue
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• Positive reinforcement helps the student to develop correct habits
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• Each language has a finite number of patterns – refers to structural linguistics
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• Students should ‘overlearn’ i
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learn to answer automatically without stopping
to think
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• The major objective of language teaching should be for students to acquire the
structural patterns; students will learn vocabulary afterwards
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)

• The learning of another language should be the same as the acquisition of the
native language
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• Speech is more basic to language than the written form
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• Language cannot be separated from culture
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SUMMARY OF THE PRINCIPLES
• Language learning works best with a context
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• Teachers are used as role models for the language
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• Language learning is habit
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• Correct errors immediately
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• Language is for communication
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• Positive reinforcement is good for changing habits
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• Students learn to answer automatically, without thinking first
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• Rules will be induced from using examples
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• The teacher has a responsibility to teach the culture of the target language
users
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In order to do this, they believe students need to
overlearn the target language, to learn to use it automatically without
stopping to think
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• The Role of Teachers: they are like an orchestra leader, directing and
controlling the language behavior of their students
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The Role of Students: they are imitators of the teacher’s model or the tapes
she supplies of model speakers
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• Some Characteristics of the Teaching/Learning Process:
o New vocabulary and structured patterns are presented through
dialogues
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o Drills (such as repetition, backward built-up, chain, substitution,
transformation, and question-and-answer) are conducted based upon
the patterns present in the dialogue
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o Grammar is induced from the examples given; explicit grammar rules
are not provided
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o Students’ reading and written work is based upon the oral work they did
earlier
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Nature of Student-Student Interaction: there is student-student interaction in
chain drills or when students take different roles in dialogues, but this
interaction is teacher-directed
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These patterns and points are later practiced in
drills based on the lines of the dialogue
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The teacher breaks down the line into several parts
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Then, following the teacher’s cue, the students expand what they are
repeating part by part until they are able to repeat the entire line to keep the
intonation of the line as natural as possible
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• Repetition Drill: students are asked to repeat the teacher’s model as
accurately and as quickly as possible
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• Chain Drill: it gets its name from the chain of conversation that forms around
the room as students, one by one, ask and answer questions of each other
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That student responds, then turns to the student sitting next to him
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A chain drill allows some controlled communication, even though it
is limited
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• Single-slot Substitution Drill: the teacher says a line, usually from the
dialogue
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The
students repeat the line the teacher has given, substituting the cue into the
line in its proper place
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• Multiple-slot Substitution Drill: the difference between the single-slot is that
the teacher gives cue phrases, one at a time, that fit into different slots in the
dialogue line
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They then say the line, fitting the cue phrase into the
line where it belongs
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Students are asked to transform
this sentence into a negative sentence
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• Use of Minimal Pairs: the teacher works with pairs of words which differ in
only one sound; for example, ‘ship/sheep’
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The teacher selects the sound to work on after she has done a
contrastive language they are studying
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Students complete the dialogue by filling the blanks with the
missing words
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Students are able to express themselves,
although in a limited way
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(Example: Supermarket Alphabet Game)



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