The audiolingual method

Team 2 presents

The Audiolingual method

Iris GarciaLupita Cedillo Ruth Perez Mario Torres

INTRODUCTION

• An audio-lingual Method is an oral-based approach. However, it is very different, in that rather than emphasizing vocabulary acquisition through exposure to its use in situations, the Audio-Lingual Method drills students in the use of grammatical sentences patterns. Also, unlike the Direct Method, it has a strong theoretical base in linguistics and psychology.
• • FEATURES OF THE AUDIO-LINGUAL METHOD
• ADVANTAGES
• DISADVANTAGES

Approach: Theory of Language

• The Theory of language underlying Audiolinguialism was derived from a view proposed by American linguistics in the 1950
• Structurallinguistics had developed in part as a reaction to traditional grammar
• The reaction against traditional grammar was promted by the movement toward positivism and empiricism A more practical interest in language study emerged
• A sophisticated methodology for collecting and analyzing data developed

Phonology system Grammar system An important tenet of structural linguistics was the primary medium of languange is oral "Primarilly what is spoken and only secundarily what is written" brooks 1964 The american lingusitic william moulton

Theory of learning

• Behaviorism, like structural linguistics is another antimentalist, empirically based approach to the study of human behavior.

• Depends of three crucial elements in learning a stimulus, a response reinforcement
• Psychological foundations of audiolingualism the more central are.
• Foreign language is basically a process of mechanical habit formation
• Language skills are learned more effectively if the items to he learned in the target language
• The meaning that the Words of a language have for the native speaker can be learned only in a linguistic and cultural context

DESIGN

Objectives

Brooks distinguisheds the objectives between

long-range

short-range

•  Listening comprehension. 
• Accurate pronunciation.
• Recognition of speech symbols as graphic signs. 
• The ability to reproduce these symbols in writing.

• Language as the native speaker uses it.

The Syllabus

• Based on a linguistic or structure-based approach to language teaching. Built on:

1. Step by step linguistic syllabus, which contains: Phonology.  Morphology.  Syntax.. 2. Lexical syllabus of basic vocabulary.

Types of learning and teaching activities.

EXAMPLES

LEARNER ROLES

TEACHER ROLES

• They can be directed by skilled training techniques.
• External displays.
• Reactive role.
• They do not initiate interaction.

• The teacher’s role is central and active.
• Lenguage learning is seen to result only from active verbal interactions to practice structures.
• The teacher must be trained to introduce, sustain, and harmoize the learning .
• This and other points are necesary for the teacher performance.

The role of instructional materials

• The textbook is often not used in the elementary phases of a course.
• When textbooks and printed materials are introduced to the student, they provide the texts of dialogues.
• The language laboratory was also an innovation that was essential models for dialogues and drills.

Procedure

• As far as possible, the target language is used as the medium of instruction, and traslation.
• Classes of ten or fewer are considered optimal.
• In a typical audiolingual lesson, the following procedures would be observed.

The decline of audiolingualism

• Audiolingualism reached its perdiod of must widespread use in the 1960s.
• The theoretical foundations of Audiolingualism were attacked as being unsound in terms of both language theory.
• Suddenly the whole audiolingual paradigm was called into question. Practies activities should involve meaningful learnig and lenguaje use.
• The lack of an alternative to audiolingualism led in the 1970s and 1980 to a period of adaptation. The concern for grammatical accuracy that was a focus of audiolingualism has not disappeared.

CONCLUSION

• Audiolingualism holds that language learning is like other forms of learning.
• There are many similarities between Situational Language Teaching and Audiolingualism.
• Errors are understood through contrastive analysis with the student’s first language.
• However, despite the citicims ade of Audiolingualism and the emergence of Communicative Language Teaching in the 1970s.

THANKS!