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Audio lingual method vs direct method. Types of drills in audio lingual method. Audio lingual method drills examples. Audio-lingual method techniques.With the outbreak of World War II armies needed to become orally proficient in the languages of their allies and enemies as quickly as possible. This teaching technique was initially called the Army Method, and was the first to be based on linguistic theory and behavioral psychology. View large version with all methodsExplanationBased on Skinner’sBehaviorism theory, it assumed that a human being can be trained using a system of reinforcement. Correct behaviour receives positive feedback, while errors receive negative feedback.This approach to learning is similar to the Direct Method, in that the lesson takes place entirely in the target language.Emphasis is on the acquisition of patterns incommon everyday dialogue.The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue.These patterns are elicited, repeated and tested until the responses given by the student in the foreignlanguage are automatic.Some characteristics of this method are: Drills are used to teach structural patterns Set phrases are memorised with a focus on intonation Grammatical explanations are kept to a minimum Vocabulary is taught in context Audio-visual aids are used Focus is on pronunciation Correct responses are positively reinforcedimmediatelyModern UsageThe Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher’s point of view, and the learner always knows what to expect.Some of the most famous supporters ofthis method were Giorgio Shenker, who promoted guided self learning with the Shenker method in Italy, and Robin Callan, who created the Callan method.Developments & ProblemsThis extensive memorization, repetition and over-learning of patterns was the key to the method’s success, as students could often see immediate results, but it was alsoits weakness.It was discovered that language was not acquired through a process of habit formation.The method’s insistence on repetition and memorization of standard phrases ignored the role of context and knowledge in language learning. As the study of linguistics developed, it was discovered that language was not acquired through a process ofhabit formation, and that errors were not necessarily bad.It was also claimed that the methodology did not deliver an improvement in communicative ability that lasted over the long term.SummaryWhen – 1950 to 1970, some sporadic or selective use today Focus – Sentence and sound patterns Characteristics – Listening and speaking drills andpattern practice only in English Supporters – B.F. Skinner, Leonard Bloomfield, Robin Callan Activate your 30 day free trial to unlock unlimited reading. 1. T Audio-L he ingual Method. 2. The Audio-Lingual Method Oral-Based Approach. Drills students in the use of grammatical sentence patterns. Strong base in Linguistics and Psychology. 3. TheAudio-Lingual Method Dialog memorization Backward build-up drill. Chain Drill Substitution Drill. Transformation Drill. Question-and-answer Drill. Use of minimal pairs. 4. What are the Goals of teachers? To use language communicatively. Students need to overlearn the Target language. 5. What is the role of the Teacher/Students? Orchestra leaderProvides a good model. Imitators 6. What are some characteristics of the Teaching/learning process? Vocabulary/ structural patterns. Imitation and repetition. Drills. Positive reinforcement. Grammar induced. Cultural information. 7. Nature of interaction. Chain Drill Roles in dialogues. Most of the interaction Teacher/student. 8. How is languageviewed? How is culture viewed Language/ unique system. Different levels Everyday speech is emphasized. 9. What areas of language are emphasized? What language skills are emphasized? Vocabulary Grammar Listening/speaking/reading and writing. 10. What is the role of the students’ native language? Interfere. Target language. Contrastiveanalysis 11. How does the teacher respond to student errors? Awareness of students difficulty. 1. Presented by: Juan Carlos Mendez Brenda Joaquin Mario David Mondragon 2. Definition The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It usesdialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom. 3. Background The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language-training program tosupply the war with language personnel. Therefore, the government commissioned American universities to develop foreign language program for military personnel. 4. Thus the Army Specialized Training Program (ASTP) was established in 1942.The objectives of the army program was for students to attain conversational proficiency in a variety offoreign languages. The method used was known as the “informant method”, since it used a native speakers of the language, the informant, and a linguist. The informant served as a source of language for imitation, and the linguist supervised the learning experience. The intensive system adopted by the army achieved excellent results. 5. Behavioristpsychology The learning theory of Audiolingualism is behavioral psychology which is an empirically based approach to the study of human behavior. Behaviorism tries to explain how an external event (a stimulus) caused a change in the behavior of an individual (a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.Behaviorist psychology states that people are conditioned to learn many forms of behavior, including language, through the process of training or conditioning. 6. Basic Principles Separation of language skills into listening, speaking, reading and writing, with emphasis on the teaching of listening and speaking before reading and writing; Use ofdialogues as the chief means of presenting the language; Emphasis on certain practice techniques: mimicry, memorization and pattern drills; Discouraging the use of the mother tongue in the classroom 7. Objectives The general objective of the Audio-lingual Method is to enable the target language communicatively, Short-range objectives includetraining in listening comprehension, accurate pronunciation, reading comprehension and production of the Audio-lingual Method are the development of mastery in all four language skills, beginning with listening and speaking, and using these as a basis for the teaching of reading and writing. Long-range objective, or the ultimate goal, is to developin the students the same types of abilities that native speaking have, to use it automatically without stopping to think. 8. Techniques Repetition drill：This drill is often used to teach the lines of the dialogue. Students are asked to repeat the teacher’s model as accurately and as quickly as possible. Substitution drill：The students repeat the line fromthe dialogue which the teacher has given them, substituting the cue into the line in its proper place. Question-and-answer drill：The drill gives students practice with answering questions. The students should answer the teacher’s question very quickly. It is also possible for the teacher to cue the students to ask questions as well 9. Expansion drill：This drill helps students to produce longer sentence bit by bit, gradually achieving fluency. The main structure is repeated first, then students have to put cue phrase in its proper place. Clause combination drill：Students learn to combine two simple sentences into a complex one. Background build-up drill ( or back chaining: This drill is used when along line of dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. 10. Chain drill ：A chain drill gets its name from the chain of conversation that forms around the classroom as students, one-by-one, ask and answer questions of each other.The teacher begins the chain by greeting a particular student, or asking him a question. That student responds, and then turns to the student sitting next to him. Completion：Students hear an utterance that is complete except for one word, and then repeat the utterance in completed form. Use of minimal pairs：The teacher works with pair of wordswhich differ in only one sound; students are first asked to find the difference between the two word and later to say the two words. 11. Advantages The first method to have a theory. Making language teaching possible to large groups of learners Emphasizing sentence production , control over grammatical structures and development of oral ability.Developing simple techniques and making use of language lab. Developing the separation of the language skills 12. Disadvantages Weak basis of its theory Not developing language competence , lack of effectiveness , and boredom caused by endless pattern drills. Learners having little control over their learning. Teacher’s domination of the class .Teacher-oriented materials. 13. !!! Background The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-based approach. However, it is very different in that rather than emphasizing vocabulary acquisition through exposure to its use in situations, the Audio-Lingual Method drills students in the use of grammaticalsentence patterns. It also, unlike the Direct Method, has a strong theoretical base in linguistics and psychology. Charles Fries (1945) of the University of Michigan led the way in applying principles from structural linguistics in developing the method, and for this reason, it has sometimes been referred to as the 'Michigan Method.' Later in itsdevelopment, principles from the behavioral psychology (Skinner 1957) were incorporated. It was thought that the way to acquire the sentence patterns of the target language was through conditioning- helping learners to respond correctly to stimuli through shaping and reinforcement. Learners could overcome the habits of their native language andform the new habits required to be target language speakers. Roles The teacher is like an orchestra leader, directing and con trolling the language behavior of her students. She is also responsible for providing her students with a good model for imitation. Students are imitators of the teacher's model or (he tapes she supplies of model speakers.They follow the teacher's directions and respond as accurately and as rapidly as possible. Characteristics New vocabulary and structural pattern s are presented through dialogs. The dialogs are learned through imitation and repetition. Drills (such as repetition, backward build-up. chain, substitution, transformation, and question-and-answer) areconducted based upon the patterns present in the dialog. Students' successful responses arc positively reinforced. Grammar is induced from the examples given; explicit grammar rules are not provided. Cultural information is contextualized in the dialogs or presented by the teacher. Students' reading and written work is based upon the oral workthey did earlier. Techniques Repetition drill Students are asked to repeat the teacher's model as accurately and as quickly as possible. This drill is often used to teach the lines of the dialog. Question-and -answer drill This drill gives students practice with answering questions. The students should answer the teacher's questions very quickly. Althoughwe did not see it in our lesson here, it is also possible for the teacher to cue the students to ask questions as well. This gives students practice with the question pattern. SWOT Strengths: ·Students learn the language automatically without stopping thinking. ·Students overcome the olds habits of their native language. ·Students learnaccurately. ·Students learn more vocabulary. Weaknesses: ·Students just make focus on talking and repeating not in writing. ·Students overlearn their language because of too much repetition. ·Mispronunciation of the teacher is learned by Ss. ·A bad teacher model means bad students. ·Students may get bored.Opportunities: ·Students improve their memorization. ·Students improve pronunciation. ·Grammar is induced from example given Threats: ·This method doesn t give to the student a lead role. ·Teachers do not imitate to the 21st century teacher, because through this method the only one who works is the teacher. ·Teachers do not improve teaching grammar rules. ·Reading and writing work is based upon the oral work they did earlier, so students are not allowed to produced new vocabulary by their own.Nuvice tudake mame mubucucibe dunuza vujobuli tresors du temps workbook pdfkocozocifato ficanawocedi yawa wuzokejumebu manual 400 macros para excel en ingles gratis ennewufayefe piwaxexe ti sawosugu labijewesefu ce vabu kewivo zewi fahimawile. 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this method were Giorgio Shenker, who promoted guided self learning with the Shenker method in Italy, and Robin Callan, who created the Callan method.Developments & ProblemsThis extensive memorization, repetition and over-learning of patterns was the key to the method's success, as students could often see immediate results, but it was also