Audio-Lingual Method

Disadvantages

ALM Today

• Memorization & repetition exclude context knowledge

• Errors seen as bad thing > negative feedback

• Teacher-centered

• Difficulties with transferring to "real" conversation

• Boring, unsatisfying

• Focus on class as whole

Could you imagine using ALM in class?

Why? How?

Advantages

achieving of good pronunciation

> everyone has to speak

often immediate results

teacher has control -

students know what to expect

no need for intensive preparation

Thank you for your attention :)

Historical Background

Entry of the U.S. into World War II

-> military personnel for translators, interpreters etc. needed

objective: quick development of conversational proficiency in various languages

-> development of new language program to achieve oral proficiency

technique: "informant method" (Bloomfield)

native speaker (informant) as source for imitation

"Army Method"

considerable attention to an intensive-oral based approach

Army Method

flourishing of Structural Linguists

as reaction to traditional grammar

emergence of the US as international power

application of principles of structural linguists to language teaching

intensive oral drills with grammar as the starting point

Oral-Approach, Aural-Oral Approach, Structural Approach

throughout 50s

+

Behaviorist Psychology

Audiolingualism

mid-50s

Sources

Overview

Pictures

1. Historical Background

2. Theory of Language

3. ALM in the Classroom

http://www.ionpsych.com/wp-content/uploads/2011/02/listening_speaking_and_literacy_3851.jpg

http://coghillcartooning.com/images/art/cartooning/character-design/military-army-major-cartoon-character.jpg

http://images.colourbox.com/thumb_COLOURBOX3938970.jpg

http://4.bp.blogspot.com/_isqE7_kKGJQ/TDZMJI9rIQI/AAAAAAAAAHU/MUA0M3ON-og/s1600/marauz_good_listening.jpg

4. Characteristics

5. Advantages/Disadvantages

6. Sources

Literature

Engl.6240 Approaches to Teaching English as a Second Language -The Audiolingual Method. Auburn U, Oct 15th 2012. <http://www.auburn.edu/~nunnath/engl6240/alm.html>

Richards, J C& Rodgers, T S (2001) Approaches and Methods in Language Teaching. Cambridge: CUP.

The

Audio-Lingual

Method

http://eprints.ums.ac.id/1269/1/2._NORWANTO.pdf

Theory of Language

based on structural view of language & behavioral psychology

Structural view of language

• language= system of structurally related items/elements

Behaviorist Theory of Language Learning

• each element produced by certain rules

• Language = Speech

Behaviorism (classical & operant)

Syntax

Conditioning: helping learners to respond correctly to stimuli through shaping & reinforcement

Morphology

(cc) image by quoimedia on Flickr

Phonology

(cc) image by rocketboom on Flickr

Behaviorist Learning

increases likelihood that behavior will occur again & become a habit

Phonemes

Reinforcement

extrinsic approval or praise of the teacher/students

intrinsic self-satisfaction

Organism

Stimulus

Response/

Behavior

what is taught

verbal behavior

language learner

prevents formation of 'bad habit' (errors)

No/ negative

Reinforcement

behavior not likely to occur again

Language Learning = process of mechanical habit formation

Language mastery = acquiring a set of appropriate language stimulus-response chain

The ALM in the Classroom

focus on oral skills (listening and speaking)

illustration of key structures with the use of dialogues and drills

linguistic/lexical syllabus

dialogue with key structures

memorization through repetition

focus on grammatical structures

practicing and using them in context

grammar rules are not given explicitly; grammar is learnt inductively

Teachers

pattern drills

• dominant

in charge of the choice of dialogues/drills/pace

monitors student's performance

Different Kinds of Pattern Drills

students should 'overlearn'

• Mechanical Drills

these include repetition

Example: I’m going to the cinema/ supermarket/ school/ theatre

• Meaningful Drills

control over the response, but requires correct understanding

Example: The teacher reads a sentence:

I’m hot./ I’m cold./ I’m thirsty./ I’m hungry.

The student chooses a response:

I’ll get you something to eat. / I’ll turn on the air conditioning./ I’ll get you something to drink./ I’ll turn on the heater.

• Communicative Drills

type of response is controlled, yet student can insert own answer

Example: The teacher says:

What did you have for breakfast?/ When did you get up on Sunday?

The student completes:I got up at …/ I had…

Students

• passive/reactive by responding to stimuli (Behaviorism)

not intended to cause interaction

(chance of making mistakes)

Important Characteristics

• Structural view of language
• Habit-Formation

• Repetitive drills
• Memorization of phrases
• Minimal grammatical explanations(!)
• Vocabulary in context
• Focus on pronunciation
• Lesson in target language/L2

(Language Labs)

• "Natural Order": Listening & Speaking put above Reading &Writing