audiolingual methodz= zhunussova aigerim 307

7/29/2019 Audiolingual MethodZ= Zhunussova Aigerim 307

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1. Historical background of Audiolingual

method

2. Principles of Audiolingual method

3. Objectives4. Types of teaching and learning activities

5. Procedure

6. Conclusion


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The Audio-Lingual method started in the 1940s aslanguage training for World War II troops, whoneeded quick training for basic communication.The technique was broadened and popularized in

the 50s and 60s and is still used today, mostly incombination with other methods. Drawing on thetheories of American linguists LeonardBloomfield and Charles Fries, the method isbased on behaviorism, or giving a stimulus and

response which immediately conveys positive ornegative feedback. In the case of languagelearning, the teacher makes a statement thatstudents repeat.


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The theory of language underlying

Audiolingualism was derived from a view

proposed by American linguists in the 1950s

a view that came to be known as structurallinguistics. Linguistics had emerged as a

flourishing academic discipline in the 1950s,

and the structural theory of language

constituted its backbone.


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Elements in a language were thought ofus being linearly produced in a rule-governed (structured) way.

Language samples could be exhaustively

described at any structural level ofdescription (phonetic, morphological,etc.)

Linguistic levels were thought of as

systems within systems that is, as beingpyramidally structured: phonemic systemsled to morphemic systems, and these inturn led to the higher-level systems ofphrases, clauses, and sentences.


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The emergence of the Audiolingual methodresulted from the increased attention givento foreign language teaching in the UnitedStates toward the end of the 1950s. The US

Government acknowledged the need for amore intensive effort to teach foreignlanguages in order to prevent Americans frombecoming isolated from scientific advances

made in another countries.


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Foreign language learning is basically a processof mechanical habit formation. Good habits areformed by giving correct responses rather thanby making mistakes. By memorizing dialoguesand performing pattern drills the chances ofproducing mistakes are minimized. Language isverbal behavior that is, the automaticproduction and comprehension of utterances and can be learned by inducing the students todo likewise.

Language skills are learned more effectively ifthe items to be learned in the target languageare presented in spoken form before they areseen in written form. Aural-oral training isneeded to provide the foundation for thedevelopment of other language skills.


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Analogy provides a better foundation for languagelearning that analysis. Analogy involves the processesof generalization and discrimination. Explanations ofrules are therefore not given until students havepracticed a pattern in a variety of contexts and arethought to have acquired a perception of theanalogies involved. Hence the approach to theteaching of grammar is essentially inductive ratherthan deductive.

The meanings that the words of a language have for a

native speaker can be learned only in a linguistic andcultural context and not in isolation. Teaching alanguage thus involves teaching aspects of thecultural system of the people who speak thelanguage.


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Audiolinguists demanded a complete

reorientation of the foreign language

curriculum. Like the nineteenth century

reformers, they advocated a return tospeech-based instruction with the primary

objective of oral proficiency, and dismissed

the study of grammar or literature as a goal

of foreign language teaching.

A radical transformation is called for,

a new orientation of procedures is

demanded, and a thorough housecleaning of methods, texts and tests is

unavoidable.

Brooks


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Objectives of

Audiolingual method

Short-range Long-range

According to Brooks there are


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The ability

to reproducesymbols

in writing

Recognition of

speech symbols

as a graphic

signs on the

Printed page

Accuratepronunciation

Training in

Listening

comprehension

Short-rangeobjectives


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Aforesaid

short-range

objectives implythree others

Control of the

structures of the

sound, form, andorder in the new

language

Acquaintance with

vocabulary items

that bring contentinto these

structures

Meaning in terms

of the significance

these verbal symbolshave for those

who speak the

language natively.


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must be language as the

native speaker uses it.

There must be someknowledge of a second

language as it is possessed

by a true bilingualist

Brooks


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Audiolingualism is a linguistic, orstructure-based, approach to languageteaching. The starting point is a linguisticsyllabus, which contains the key items of

phonology, morphology, and syntax of thelanguage arranged according to theirorder of comprehension. These may havebeen derived in part from a contrastiveanalysis of a differences between the

native tongue and the target language,since these differences are thought to bethe cause of the major difficulties thelearner will encounter.


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In addition, a lexical syllabus of basic

vocabulary items is also usually specified in

advance. In Foundations of English Teaching

(Fries 1961), for example, a corpus of

structural and lexical items graded onto

three levels is proposed, together with

suggestions as to the situations that could be

used to contextualize them.


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The language skills are taught in the order of

Listening speaking reading writing


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Dialogues and drills form of the basis ofaudiolingual classroom practices. Dialoguesprovide the means of contextualizing keystructures and illustrate situations in which

structures might be used as well as some culturalaspects of the target language. Dialogues areused for the repetition and memorization.Correct pronunciation, stress, rhythm, andintonation are emphasized. After a dialogue has

been presented and memorized, specificgrammatical patterns in the dialogue areselected and become the focus of various kindsof drill and pattern-practice exercises.


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Drills

repetition Inflection Replacement

used to know him.

I used to know him.

I bought the ticket.

I bought the tickets.

Helen left early.

She left early.

Restatement

Ask her how old she is. -

How old are you.


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Drills

completion Transposition Expansion

Ill go my way andyou go-

Ill go my way and

you go yours.

I am hungry.

So I am.

I know him. (hardly)

I hardly know him.

construction

Put your hand on

the table.

Put your hand there.


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Drills

transformation Integration rejoinder

He knows my address.

He doesnt know my address

Does he know my address?

They must be honest.

This is important.

It is important that

they must be honest.

Be polite

Thank you

You are welcome!

restoration

Students\waiting\bus

The students are

waiting for the bus.


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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, and

thus have little control over the content,

pace, or style of learning.


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In Audiolingualism, as in Situational LanguageTeaching, the teachers role is central andactive; it is a teacher dominated method.The teacher models the target language,

controls the direction and pace of learningand monitors and corrects the learnersperformance. The teacher must keep thelearners attentive by varying drills and tasks

and choosing relevant situations to practicestructures.


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Instructional materials in Audiolingualmethod assist to teacher to develop languagemastery in the learner. They are primarilyteacher oriented. The teacher uses a

teachers book that contains the structuredsequence of lessons to be followed and thedialogues, drills and other practice activities.Tape recorders and the audiovisual

equipment often have central roles in anAudiolingual course.


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Since Audiolingualism is primarily an oral

approach to language teaching, it is not

surprising that the process of teaching

involves extensive oral instruction. As far as

possible the target language is used as the

medium of instruction, and translation use of

native tongue is discouraged.


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Students first hear a model dialogue containingthe key structures that are the focus of thelesson. They repeat each line of the dialogue,individually and in chorus. The teacher pays

attention to pronunciation, intonation, andfluency. Correction of the mistakes ofpronunciation or grammar is direct andimmediate. The dialogue is memorized gradually,line by line. A line may be broken down into

several phrases if necessary. The dialogue is readaloud in chorus, one half saying one speakerspart and the other half responding. The studentsdo not consult their book throughout this phase.


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The dialogue is adapted to the studentsinterest or situation through changingcertain key words or phrases. This isacted out by the students.

Certain key structures from the dialogueare selected and used as the basis forpattern drills of different kinds. These arefirst practiced in chorus and thenindividually. Some grammaticalexplanation may be offered at this point,but this is kept to an absolute minimum.


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The students may refer to their textbook, andfollow-up reading, writing or vocabularyactivities based on the dialogue may beintroduced. At the beginning level, writing is

purely imitative and consist of little more thancopying out sentences that have been practiced.As proficiency increases, students may write outvariations of structural items they have practicesor write short compositions on given topics with

the help of framing questions, which will guidetheir use of the language.

Follow-up activities may take place in thelanguage laboratory, where further dialogue anddrill work is carried out.


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Audiolingualism reached its period of mostwidespread use in the 1960s. But then camecriticism on two fronts.

1. The theoretical foundations of Audiolingualismwere attacked as being unsound both in terms

of language theory and learning theory.2. Practitioners found that the practical results

fell short of expectations. Students were oftenfound to be unable to transfer skills acquiredthrough Audiolingualism to real

communication outside the classroom, andmany found the experience of studyingthrough audiolingual procedures to be boringand unsatisfying.

Language is not a habit structure.Ordinary linguistic behavior

characteristically involves innovation,formation of new sentences and

patterns in accordance with rules ofgreat abstractness and intricacy

Chomsky


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Audiolingualism holds that language is like

other forms of learning. Since language is a

formal, rule-governed system, it can be

formally organized to maximize teaching and

learning efficiency. Audiolingualism thus

stresses the mechanistic aspects of language

learning and language use.


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The audio-lingual methodThe audio-lingual method has students

listen to or view recordings of languagemodels acting in situations. Students

practice with a variety of drills, and theinstructor emphasizes the use of thetarget language at all times. The audio-lingual method was used by the UnitedStates Army for "crash" instruction inforeign languages during World War II.Due to weaknesses in performance, audio-lingual methods are rarely the primarymethod of instruction today.


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Approaches and methods in language

teaching.A description and analysis.Jack C.

Richards and Theadore S. Rodgers


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audiolingual methodz= zhunussova aigerim 307

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