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The Audio-Lingual Method of Teaching Language
Transcript of The Audio-Lingual Method of Teaching Language
Teaching and Learning Process Vocabulary and grammatical patterns presented through dialogue Teacher Goals Teachers want their students to be able to use the target language communicatively. Audio Lingual Method in Practice (3:05 mark) Student's Role Students as imitators A Bit of history... "The Army Method" Charles Fries (1945)- University of Michigan Leah Bufkins
Dr. Walsh Audio-Lingual Method Audio-Lingual
Method Oral-based approach to learning the target language for communicative use. Listen two times
Towards the end of the lesson week...
Dialogue is written on the board
Culture is presented Students follow the teacher's direction and are trained to respond rapidly and without hesitation. True to life communication Considered the next "revolution" in SLA at the time it was introduced
Popular for "quick success" the method elicited
Drills students in grammatical sentence patterns
Unlike the Direct Method it has strong theoretical base in linugistics and later in its developement, psychology. Teacher's Role Orchestra Conductor Ahora, ¡Practiquen! El Corte Inglés = Spain's version of a high-end department store that also features a grocery store in the basement La Ropa Student - Teacher Interaction Sage on the stage Students know that they will eventually mimick exactly what the teacher says. View of Language and Culture Language and culture for communication's sake Student- Student Interaction Teacher directed Students only interact on the teacher's terms. Everyday speech vs. academic speech
Culture relating to the dialogue Language Skills Emphasized Language skills are learned inductivly Each dialogue focuses on a specfic grammatical pattern Listening and speaking skills are the main focus as the purpose of the ALM is to communicate in real situations Role of the Student's Native Language Know what the problem areas will be before there is a problem... The native language of the students is not used in the class
In this method the teacher is expected to know what language rules and skills will be negativly transfered from the native language. Evaluation In small doses Could be effective when used in combination with other activities.
Puts a lot of pressure on kids to produce, even if they are not comfortable
Can be fun, if done with an interesting motivation
Conversations are not realistic In comparison with previous methods... More enjoyable and interactive than Grammar Translation Method
Less vocabulary learned than in Direct Method Bibliography Anderson, M. & Larsen-Freeman D. (2011). Techniques & principles in
language teaching. The audio-lingual method (pp. 35-50) Oxford, UK. Oxford University Press.
Omaggio-Hadley, A. (2001). Teaching language in context. (pp. 110-113) Boston, Ma. Heinle & Heinle.