Audiolingual Method

Elaborated by: Hector Alfredo Cuaran Valenzuela

Audiolingual method

description

This method arose with an interest in phonetics, phonology, morphology, and syntax.

The audiolingual method was taken from an army program that was very attractive to the academic community due to its excellent results.This method consisted of practicing and developing patterns by listening to and repeating phrases. (Richards, J., & Rodgers, T. 2001)

Mr. Carlos Fries was one of its representatives in 1950.

The term was proposed by Mr. Nelson Brooks in 1964, stating that the teaching of English went from being an art to a science.

One factor that boosted the audiolinguistic method was having the opportunity to study at universities in the United States, and for this reason, in 1939, the first English teaching institute was developed at the University of Michigan.

at that time the linguist had no knowledge of the language, but thanks to the repetitions of phrases he could obtain a grammatical pattern or basic structure of the informant's language.

Audiolingual method

Characteristics

The use of drills and patterns practice is a distinctive feature of this method.

It is intended to develop listening and speaking communicative skills through the constant repetition of phrases and sentences in order to obtain a structure of patterns.

The audiolinguistic method is guided by a behavioral approach. So it is considered that learning a language is a process of formation of mechanical habits (Richards, J., & Rodgers, T. 2001)

Discourse is assumed to have priority in language teaching, therefore language is speech, not writing.

language teaching is seen to result from active interaction between teachers and learners. (Richards, J., & Rodgers, T. 2001)

The approach to teaching grammar is more inductive than deductive. (Richards, J., & Rodgers, T. 2001)

Audiolingual method

teacher's role

The teacher models the class, controls and directs the pace of learning of their students.-

The teacher creates the exercises and tasks according to the topic he wants to teach.

The teacher must completely master the method because he has a central and active role. (Richards, J., & Rodgers, T. 2001)

The teacher should strengthen the communicative skills of listening and speaking and then continue with reading and writing.(Richards, J., & Rodgers, T. 2001)

Audiolingual method

common activities

The teacher models the class, controls and directs the pace of learning of their students.-

Varios kinds of drills are used .1. Repetition 2. Inflexion 3. Replacement 4. Restatement 5. Completion 6. Transposition 7. Expansion 8. Contraction 9. Transformation 10. Integration 11. Rejoinder 12. Restoration (Richards, J., & Rodgers, T. 2001)

The teacher starts with a phonological level and ends with a written sentence level.. (Richards, J., & Rodgers, T. 2001) writing and reading are introduced when the student says sentences orally.

Listening comprehension, correct pronunciation, phoneme recognition and the ability to reproduce and write them.

Reading and writing skills will develop after the student masters listening, speaking and comprehension skills.(Richards, J., & Rodgers, T. 2001)

Audiolingual method

advantages

1. Strong emphasis is placed on listening and speaking skills, especially in children. 2. the use of visual aids is effective in vocabulary teaching. 3. the use is just as effective and easy to use for larger groups. 4. it is a teacher-dominated method. 5. the correct pronunciation and estructure of the language are emphasized and mastered. . (Richards, J., & Rodgers, T. 2001)

Audiolingual method

Disadvantages

In the event that the teacher does not have full knowledge of the foreign language, it will become a disadvantage because it will not allow the development of a correct fluency and naturalness when speaking. (Richards, J., & Rodgers, T. 2001)

There will only be low results with the application of this method in case the teacher does not take into account practical exercises or due to the lack of memorization by the students. (Richards, J., & Rodgers, T. 2001)

In this method a great linguistic analysis is evidenced but little pedagogy.

references

Richards, J., & Rodgers, T. (2001) The Audiolingual Method. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 50-70). Cambridge: Cambridge University Press. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.006