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    Audio Lingual Method

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    Ja Abejar - Padix
    The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly. It uses behaviorist principles to teach language through repetition and habit formation. Grammar patterns and dialogues are drilled through exercises like substitution and question-answer drills. The method focuses on oral skills and teaches the language directly without explanation about grammar rules. While it was effective for teaching language pragmatically, it was criticized for not developing creative language use and boring students.

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    Audio Lingual Method

    Uploaded by

    Ja Abejar - Padix
    143 views15 pages
    The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly. It uses behaviorist principles to teach language through repetition and habit formation. Grammar patterns and dialogues are drilled through exercises like substitution and question-answer drills. The method focuses on oral skills and teaches the language directly without explanation about grammar rules. While it was effective for teaching language pragmatically, it was criticized for not developing creative language use and boring students.

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    This is a power point presentation about Audio-Lingual Method (ALM)

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    The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly. It uses behaviorist principles to teach language through repetition and habit formation. Grammar patterns and dialogues are drilled through exercises like substitution and question-answer drills. The method focuses on oral skills and teaches the language directly without explanation about grammar rules. While it was effective for teaching language pragmatically, it was criticized for not developing creative language use and boring students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    143 views15 pages

    Audio Lingual Method

    Uploaded by

    Ja Abejar - Padix
    The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly. It uses behaviorist principles to teach language through repetition and habit formation. Grammar patterns and dialogues are drilled through exercises like substitution and question-answer drills. The method focuses on oral skills and teaches the language directly without explanation about grammar rules. While it was effective for teaching language pragmatically, it was criticized for not developing creative language use and boring students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 15

    THE

    AUDIO-
    LINGUAL
    METHOD
    ORIGINS
     Known as the Army Method, Audio-Lingual
    Method was developed in the US during
    World War II. At that time, there was an
    urgent need for people to learn foreign
    language for military purposes.
    ORIGINS
     An oral-based approach.
     It drills students in the use of grammatical
    sentence patterns.
     Based on Structuralism and Behaviorist
    Psychology (Skinner).
     Conditioning →helping learners to respond
    correctly to stimuli through shaping and
    reinforcement.
     Habit-formation
    BASIC PRINCIPLES
     Language is speech not writing.
     A language is a set of habits.
     Teach the language not about the language.
     A language is what its native speakers say,
    not what someone else say they ought to
    say.
     languages are different.
    BASIC PRINCIPLES
     The teacher uses only the target language.
    Actions, pictures or realia are used to give
    meaning.
     Teacher introduces a new dialogue by
    modeling it two times; introduces drills by
    modeling the correct answer; corrects
    pronunciation by modeling the proper
    sounds in the target language.
    OBSERVATION & PRINCIPLES
     Students repeat dialogue several times—
    dialogue memorization.
     Teacher uses single-slot and multiple-slot
    substitution drill; question and answer drill
    and uses a backward build-up drill.
     Teacher uses positive reinforcement in
    correcting errors.
    I’m Going to the Post Office
     Sally : Good morning, Bill.
     Bill: Good morning, Sally.
     Sally: How are you?
     Bill: Fine, Thanks, And you?
     Sally: Fine. Where are you going?
     Bill: I’m going to the post office.
     Sally: I am too. Shall we go together?
     Sure. Let’s go.
    GOALS
     Teachers want their students to be able to
    use the target language communicatively.
     Overlearning →automatically without
    stopping to think
     Forming new habits through overcoming
    the old habit.
    TEACHER & STUDENT ROLE
     The teacher is like an orchestra leader.
     Providing students with a good model for
    imitation.
     Students are imitators.
    AREAS OF LANGUAGE AREA AND
    SKILLS EMPHASIZED
     Vocabulary is kept to a minimum while the
    students are mastering the sound system and
    grammatical patterns.
     The natural order of skills presentation is
    adhered to : listening, speaking, reading, and
    writing.
     The oral/aural skills receive most of the
    attention.
    EVALUATION
     Nature: discrete-point
    →each question on the test would focus on only
    one point of the language at a time.
    Ex: students might be asked to distinguish
    between words in a minimal pair.
    ADVANTAGES
     It was the first method to have a theory.
     It made language learning accessible to a large
    group of ordinary learners.
     It was the first method to lay stress on the
    development of language syntax, whereas the
    other methods were preoccupied with
    morphology and syntax.
     developing simple techniques and making use
    of language lab.
    DISADVANTAGES
     No creativity. Learners memorize what they do
    not understand.
     The techniques used become tedious and
    boring causing fatigue.
     Bored advanced students.
     Many learners in class.
    THE DECLINE OF AUDIO-LINGUAL
    METHOD
     In the 1960’s many linguist criticized the
    Audiolingualism claiming that the theoretical
    foundation of this approach is weak and
    students were found to be unable to use skills
    learned in the classroom in real communication.
     In 1966, Chomsky criticized behaviorist
    theory claiming that behaviorism cannot could
    not function as a model of how humans learn
    languages.
    Sources:
     https://www.google.com/search?ei=cxwNXY7fLZf8wQ
    O1gY7gBA&q=audio+lingual+method+ppt&oq=audioli
    ngual+method+&gs_l=psy-
    ab.1.2.0j0i10l3j0l2j0i10j0j0i10.13740.13740..15826...0.0..0.
    198.198.0j1......0....1..gws-wiz.......0i71.9dWgQBxgjE4
     https://www.slideshare.net/omarswan/the-audio-
    lingual-method-49002904

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