AUDIO LINGUAL APPROACH

ANDCOMMUNITY LANGUAGE

LEARNING

Prepared by Monica San Juan

OUTLINE

Background Principles Types of Learning and Teaching Activities Learner Roles Teacher Roles Instructional Materials Roles Procedure Sample Demo

AUDIO LINGUAL METHOD

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BACKGROUND

Started after II WW, USA. In II WW, due to the Pearl Harbour Event,

America had been involved into world conflicts.

There were the needs for different languages specialists in the army.

First used in National Defense Language College, USA.

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1ST STEP TOWARDS AUDIOLINGUALISM

Army Method was based on Leonard Bloomfield’s technique (informant method) of memorization and repetition in simple foreign language patterns.

Leonard Bloomfield, 1887 -1949, American linguist

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2ND STEP TOWARDS AUDIO LINGUALISM

Aural-Oral Approach According to Fries,

language should be taught by using “intensive oral drilling of its basic patterns” (Richards, J.C. et-al. 1987).

It emphasized proper pronunciation and intonation

Leonard Bloomfield, 1887 -1949, American linguist

EMERGENCE OF AUDIO LINGUAL METHOD

Behavioral Psychology (B.F. Skinner)

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Stimulus Organism

Reinforcement

No reinforcement

ResponseBehavior

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Richards (1987), “this method claimed to have transformed language teaching from an art to science, which would enable learners to achieve mastery of a foreign Language effectively and efficiently”

EMERGENCE OF AUDIO LINGUAL METHOD

CHARACTERISTICS

Audio-lingual approach suggests that students be taught:phonology, morphology, and syntax of the

language; All these patterns can be learned through

contrastive analysis of the differences between the native tongue and the target language, which helps students to acquire new language easier.

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PRINCIPLES

1. Foreign language learning is basically a process of mechanical habit formation.

2. Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form.

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3. Analogy provides a better foundation for language learning than analysis.

4. The meanings that the words of a language have for the native speaker can be learned only in a linguistic and cultural context and not in isolation.

PRINCIPLES

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TYPES OF LEARNINGAND TEACHING ACTIVITIES

Drills1. Repetition

The student repeats an utterance aloud as soon as he has heard it. He does this without looking at a printed text. Sound and form is important as form and order.

Example: I used to know him. – I used to know him.

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Drills2. Inflection

One word in an utterance appears in another form when repeated

Example: I bought the ticket – I bought the tickets He bought the candy – She bought the

candy.

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills3. Replacement

One word is replaced by another.

Example: He bought this house cheap.

- He bought it cheap. Helen left early.

- She left early.

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills

4. Restatement The student rephrases an utterance and addresses it

to someone else, according to instructions.

Example: Tell him to wait for you.

- Wait for me. Ask her how old she is.

- How old are you?

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills5. Completion

the student hears an utterance that is complete except for one word, then repeats the utterance in completed form.

Example: I’ll go my way and you go …

- I’ll go my way and you go yours.

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills6. Transposition

A change in word order is necessary when a word is added.

Example: I’m hungry. (so) - So am I

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills7. Expansion

When a word is added, it takes a certain place in the sequence.

Example: I know him. (hardly) – I hardly know him.

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills8. Contraction

A single word stands for a phrase or clause.

Example:Put your hand on the table.

- Put your hand there.They believe that the world is flat.

- They believe it.

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills

9. Transformation A sentence is transformed by being made

negative or interrogative or through changes in tense, mood, voice, aspect, or modality.

Example: He knows my address.

– He doesn’t know my address. Does he know my address?

- He used to know my address.

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills10. Integration

Two separate utterances are integrated into one.

Example:They must be honest. This is important.

– It is important that they be honest.

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills

11. Rejoinder The student makes an appropriate rejoinder to a given

utterance. He is told in advance to respond in one of the following ways.

Example: Be polite. (Thank you - You’re

welcome) Answer the question. (What is your name? – My

name is Smith) Agree. (He’s following us. – I think

you’re right.)

TYPES OF LEARNINGAND TEACHING ACTIVITIES

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Drills

12. Restoration The student is given a sequence of words that

have been culled from a sentence but still hear its basic meaning. He used these words with a minimum of changes and additions to restore the sentence to its original form.

Example: Students/waiting/bus

– The students are waiting for the bus.

TYPES OF LEARNINGAND TEACHING ACTIVITIES

LEARNER ROLES

Organisms that can be directed by skilled training techniques to produce correct responses.

Play a reactive role by responding to stimuli Not encouraged to initiate interaction Imitating, responding, and performing

controlled tasks

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TEACHER ROLES

Central and active (teacher-dominated method) Models the target language Controls the direction and pace of learning Monitors and corrects the learner’s performance Keeps the learners attentive Teaches spoken language in dialogue form Rewards the students Teach a short story Establish a cultural island

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ROLES OF INSTRUCTIONAL MATERIALS

Assist the teacher to develop language mastery in the learner

Student handbook is not used in the elementary phases of a course

Teacher’s textbooks provide the texts of dialogues and cues needed for frills and exercises

Tape recorders provide accurate models for dialogues and drills.

Language laboratory provides the opportunity for further drill work

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PROCEDURES

1. Students first hear a model dialogue containing the key structures that are the focus of the lesson.

They repeat each line of the dialogue, individually and in chorus.

The teacher pays attention to pronunciation, intonation, and fluency.

Students do not consult their book throughout the phase.

2. The dialogue is adapted to the students’ interest or situation, through changing certain key words or phrases.

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PROCEDURES

3. Certain key structures from the dialogue are selected and used as the basis for pattern drills of different kinds.

4. The students may refer to their textbook, and follow-up reading, writing, or vocabulary activities based on the dialogue may be introduced

Writing is purely imitative

5. Follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.

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REFERENCE

Rodgers, J. C. (2001). Audio Lingual Method. In J. C. Rodgers, Approaches and Methods in Language Teaching (pp. 50-67). New York: Cambridge University Press.

 Voronova, A. (2012, March 26). Linguistics 898. Retrieved from Linguistics Website: linguistics.usask.ca/Ling898/al_slides.pptx