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AUDIO-LINGUAL AND AUDIO-VISUAL METHOD
Transcript of AUDIO-LINGUAL AND AUDIO-VISUAL METHOD
THE FIRST RUSSIAN SATELITE (1957)
CONTEXT IT WAS CREATED
Before world war III there were 3 methods:
A modified direct method approach
A reading approach
A reading-oral approach.
WORLD WAR II
The US government needed people who were fluent in other languages to work as interpreters and translators.
American universities create foreign language programs for military personnel
The Army Specialized Training Program was Established in 1942.
They lacked standardization of vocabulary and grammar.
They lacked structure.
There wasn’t a consensus on what grammar, sentence patterns, and vocabulary were most important for beginning, intermediate, or advanced learners.
Objective: students to attain conversational proficiency in a variety of foreign languages.
Native speakers aced as informant of the language and as a linguist, as in the Direct Method
Students and informants gradually learned a language, ten hours a day for six days a week.
The ASTP continued for two years and by the 1950s, as a result of many factors Audiolingualism became a sandarized way of teaching a language.
It made the US Government realize the need for new and more intensive foreign language teaching methodology.
The National Defense Education Act (1958) provided money for training of teachers, the development of teaching materials and for the study and analysis of modern languages.
Mid 1960's - three new technological aids came into general use in the classroom:
These were greeted with euphoria in all modern language departments.
It was now possible to bring native speaking voices into classroom
Early audio-visual courses consisted of taped dialogues, accompanied by
film -strips which were designed to act as visual cues to elicit responses in the foreign language
AUDIO VISUAL METHOD
Teaches everyday language at the early stage of learning.
- Similar to ALM
- Uses filmstrips and corresponding audio
- Speaking and listening are learned before reading and writing
Film-strips and corresponding audio.
Explanation, demonstration, selective listening,
Q and A.
Repetition, memorization and practice in a language lab.
Applying the language in a different context
POINT OF VIEW OF LANGUAGE
Structural View of language
Language is oral: SPEECH IS LANGUAGE
“Primarily what is spoken and only secondarily what is written.
THEORY OF LEARNING
It is based on the behaviorist theory.
Language learning is a habit-formation
Language skills are learned more effectively if they are presented orally first
The meaning of words can be learned only in a linguistic and cultural content
Analogy better than analysis
Behaviorists believe that humans are organisms capable of learning many behaviors. It depends on three elements:
a structural syllabus.
Types of learning techniques and activities:
TRAINING IN LISTENING COMPREHENSION
RECOGNITION OF SPEECH SYMBOLS AS GRAPHIC SIGNS ON PAPER
ABILITY TO REPRODUCE THOSE SYMBOLS IN WRITING
Accurate pronunciation and grammar.
Ability to respond quickly and accurately in speech situations.
Knowledge of sufficient vocabulary to use with grammar patterns.
Typical Procedure in Audio Lingual method:
Students hear a model dialogue.
Students repeat each line of the dialogue.
Certain key words or phrases may be changed.
Students practice substitution in the pattern drills.
Central and Active
Model of the target language
Controls the process of learning
Monitors and corrects the learners performance
Keep learners attentive
Reactive Role: Responding to stimuli.
Little control over the content, pace, or style of learning.
Are not encouraged to initiate interaction.
Listen to the teacher.
Responding to and performing controlled tasks.
Develop native speaking.
Good pronunciation and use of vocabulary.
Develop the ear and listening comprehension.
Basic method of teaching is repetition, speech is standardized.
Students never create something new or spontaneous.
Mechanical drills of early Audio-Visual approach criticized as being boring and mindless.
Used as teaching method, not a teaching aid.
Audio-visual approach could only assist in presentation of new materials.
Less textbooks-didn’t develop reading and writing skills.
Students are not able to transfer skills to real communication outside the classroom.
Students found the classes boring and unsatisfying.
Richards C. Jack. (2001). Approaches and Methods in Language Teaching. United States of America. Cambridge University Press.
Rodgers S. Theodore. (2001). Approaches and Methods in Language Teaching. United States of America. Cambridge University Press.
Laura Marcela Ramos. Juan Camilo Figueroa. Juan Heyno Mesa. Carlos Alberto Puquna.
some examples of drills are:
IN OUR OPINION THIS AUDIOLINGUAL METHOD IS VERY USEFUL BUT ONLY IF THE OBJECTIVE OF THE LEARNER IS TO COMMUNICATE PERFECTLY IN THE SECOND LANGUAGE BEING LEARNED, BUT ONLY IF THAT IS THE OBJECTIVE. FOR EXAMPLE SOMEONE WHO TRAVELS A LOT. IF THE PERSON IS BEING TAUGHT TO BE A TEACHER HE OR SHE SHOULD KNOW WHO TO SPEAK BUT ALSO HOW TO READ AND WRITE IN THAT SECOND LANGUAGE IN ORDER TO TEACH IT. THIS METHOD DOESN’T WORK ON EVERY LEARNER BECAUSE NOT EVERYONE HAS THE SAME INTERESTS IN LEARNING A LANGUAGE. IF YOU WANT TO END UP SPEAKING LIKE A NATIVE WE RECOMMEND THIS METHOD.