AUDIOLINGUAL METHOD

HISTORICAL ROOTS OF AUDIO-LINGUAL METHOD

The audio-lingual method is the product of three historical circumstances:

1. The prime concern of American Linguistics about all the indigenous language spoken in the USA.

2. Effects of the behaviorist psychologists about languages.

3. The outbreak of the World War II.

Therotical Background of Audiolingual Method

• It is a combination of structural linguistic theory,contrastive analysis, aural-oral procedures and behaviorist psychology.

• The system comprises several diffrerent levels:

• 1. Phonological• 2. morphological• 3. Syntactic

Characteristic of the method :

• Dependence on mimicry and memorization of set phrases

• Teaching structural patterns by means of repetitive drills

• No gramatical explanation

• Learning vocabulary in context

• Use of tapes and visual aids

• Focus on pronunciation

• Immediate reinforcement of correct responses

Approach

Theory of Learning

The structural view of language is theview behind the audiolingual method

Structural view was developed as

a reaction to traditional grammar.

Language was viewed as a system of structurally related elements for the

encoding meaning;

• Phonemes• Morphemes• Words• Structures• Sentence types

Listing of grammatical elements and rules their combinations into

-words-phrases-sentences

Primarily what’s spoken and only secondarily what’s written.

Theory of Learning

This method is based on the principles of behavior

psychology

Reinforcement is a vital element in the

learning process

Structural patterns are tought

using repetetive drills.

-tomorrow

-in the cafeteria tomorrow

-will be eating in the cafeteria tomorrow

-those boys will be eating in the cafeteria

tomorrow

Learning Princeples

1.language learning is habit-formation 2. mistakes are bad and should be

avoided, as they make bad habits 3. language skills are learned more

effectively if they are presented orally first, then in written form

4. analogy is a better foundation for language learning than analysis

5. the meanings of words can be learned only in a linguistic and cultural context

Objectives

• training in listening comprehension

• accurate pronunciation and grammar

• ability to respond quickly and accurately in

speech situations

• knowledge of sufficient vocabulary to use with grammar patterns.

The syllabus

• Audio-lingualism uses a structural syllabus.

• Syllabus contains the key items of phonology, morphology and syntax of the language.

• The language skills are taught in the order of listening, speaking, reading and writing.

Types of learning and teaching activities:

•Dialogues and drills form the basis of Audiolingual classroom activities.

•Dialogues are used for repetition and memorization.

Kinds of drills in Audiolingual method

• Repetition

• Inflection • Replacement

• Restatement

• Completion

• Transposition

• Expansion

• Contraction

• Transformation

• Integration

• Rejoinder

• Restoration

Roles of learner and teacher:

• Learners play a reactive role by responding the stimuli.

• The role of the teacher is central and active.

Procedure

• Students hear a model dialogue • Students repeat each line of the dialogue • Certain key words or phrases may be

changed in the dialogue • Key structures from the dialogue serve as

the basis for pattern drills of different kinds.

• The students practice substitutions in the pattern drills

The decline of

the Audiolingualism

conclusion

• http://en.wikipedia.org/wiki/Audio-Lingual_Method• Jack c. Richards and Theodore s. Rodgers

Approaches and Methods in Language Teaching, Second Edition,. Cambridge Language Teaching Library

• http://www.yementimes.com/article.shtml?i=633&p=education&a=2

• http://www.google.com.tr/search?hl=tr&q=The+Audiolingual+Method+was+a+new+teaching+approach%2Fmethodology+that+arose+in+the+U.S.A+in+the+year+of+1942.+&btnG=Ara&meta