1.

2. 3. 4. 5. 6.

Historical background of Audiolingual method Principles of Audiolingual method Objectives Types of teaching and learning activities Procedure Conclusion

The Audio-Lingual method started in the 1940s as language training for World War II troops, who needed quick training for basic communication. The technique was broadened and popularized in the 50s and 60s and is still used today, mostly in combination with other methods. Drawing on the theories of American linguists Leonard Bloomfield and Charles Fries, the method is based on behaviorism, or giving a stimulus and response which immediately conveys positive or negative feedback. In the case of language learning, the teacher makes a statement that students repeat.

 The

theory of language underlying Audiolingualism was derived from a view proposed by American linguists in the 1950s a view that came to be known as structural linguistics. Linguistics had emerged as a flourishing academic discipline in the 1950s, and the structural theory of language constituted its backbone.

 Elements

in a language were thought of us being linearly produced in a rulegoverned (structured) way. Language samples could be exhaustively described at any structural level of description (phonetic, morphological, etc.) Linguistic levels were thought of as systems within systems that is, as being pyramidally structured: phonemic systems led to morphemic systems, and these in turn led to the higher-level systems of phrases, clauses, and sentences.

 The

emergence of the Audiolingual method resulted from the increased attention given to foreign language teaching in the United States toward the end of the 1950s. The US Government acknowledged the need for a more intensive effort to teach foreign languages in order to prevent Americans from becoming isolated from scientific advances made in another countries.

Foreign language learning is basically a process of mechanical habit formation. Good habits are formed by giving correct responses rather than by making mistakes. By memorizing dialogues and performing pattern drills the chances of producing mistakes are minimized. Language is verbal behavior that is, the automatic production and comprehension of utterances and can be learned by inducing the students to do likewise. Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form. Aural-oral training is needed to provide the foundation for the development of other language skills.

Analogy provides a better foundation for language learning that analysis. Analogy involves the processes of generalization and discrimination. Explanations of rules are therefore not given until students have practiced a pattern in a variety of contexts and are thought to have acquired a perception of the analogies involved. Hence the approach to the teaching of grammar is essentially inductive rather than deductive. The meanings that the words of a language have for a native speaker can be learned only in a linguistic and cultural context and not in isolation. Teaching a language thus involves teaching aspects of the cultural system of the people who speak the language.

 Audiolinguists

demanded a complete A radical transformation is called for, reorientation of the foreign language a new orientation of procedures is curriculum. Like the nineteenth century reformers, they advocated return to house demanded, and a a thorough speech-based instruction withtexts the primary cleaning of methods, and tests is objective of oral proficiency, and dismissed unavoidable. the study of grammar or literature as a goal Brooks of foreign language teaching.

 According

to Brooks there are

Objectives of Audiolingual method

Short-range

Long-range

Training in Listening comprehension

The ability to reproduce symbols in writing

Short-range objectives

Accurate pronunciation

Recognition of speech symbols as a graphic signs on the Printed page

Aforesaid short-range objectives imply three others

Control of the structures of the sound, form, and order in the new language

Acquaintance with vocabulary items that bring content into these structures

Meaning in terms of the significance these verbal symbols have for those who speak the language natively.

 must be language as the native speaker uses it. There must be some knowledge of a second language as it is possessed by a true bilingualist Brooks

 Audiolingualism

is a linguistic, or structure-based, approach to language teaching. The starting point is a linguistic syllabus, which contains the key items of phonology, morphology, and syntax of the language arranged according to their order of comprehension. These may have been derived in part from a contrastive analysis of a differences between the native tongue and the target language, since these differences are thought to be the cause of the major difficulties the learner will encounter.

 In

addition, a lexical syllabus of basic vocabulary items is also usually specified in advance. In Foundations of English Teaching (Fries 1961), for example, a corpus of structural and lexical items graded onto three levels is proposed, together with suggestions as to the situations that could be used to contextualize them.

 The

language skills are taught in the order of

Listening

speaking

reading

writing

Dialogues and drills form of the basis of audiolingual classroom practices. Dialogues provide the means of contextualizing key structures and illustrate situations in which structures might be used as well as some cultural aspects of the target language. Dialogues are used for the repetition and memorization. Correct pronunciation, stress, rhythm, and intonation are emphasized. After a dialogue has been presented and memorized, specific grammatical patterns in the dialogue are selected and become the focus of various kinds of drill and pattern-practice exercises.

Drills

repetition

Inflection

Replacement

Restatement

I used to know him. I used to know him.

I bought the ticket. I bought the tickets.

Helen left early. She left early.

Ask her how old she is.

How old are you.

Drills

completion

Transposition

Expansion

construction

Ill go my way and you goIll go my way and you go yours.

I am hungry. So I am.

I know him. (hardly) I hardly know him.

Put your hand on the table. Put your hand there.

Drills

transformation

Integration

rejoinder

restoration

He knows my address. He doesnt know my address Does he know my address?

They must be honest. This is important. It is important that they must be honest.

Be polite Thank you You are welcome!

Students\waiting\bus The students are waiting for the bus.

 Learners

are viewed as organisms that can be directed by skilled training techniques to produce correct responses. Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace, or style of learning.

 In

Audiolingualism, as in Situational Language Teaching, the teachers role is central and active; it is a teacher dominated method. The teacher models the target language, controls the direction and pace of learning and monitors and corrects the learners performance. The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures.

 Instructional

materials in Audiolingual method assist to teacher to develop language mastery in the learner. They are primarily teacher oriented. The teacher uses a teachers book that contains the structured sequence of lessons to be followed and the dialogues, drills and other practice activities. Tape recorders and the audiovisual equipment often have central roles in an Audiolingual course.

 Since

Audiolingualism is primarily an oral approach to language teaching, it is not surprising that the process of teaching involves extensive oral instruction. As far as possible the target language is used as the medium of instruction, and translation use of native tongue is discouraged.

Students first hear a model dialogue containing the key structures that are the focus of the lesson. They repeat each line of the dialogue, individually and in chorus. The teacher pays attention to pronunciation, intonation, and fluency. Correction of the mistakes of pronunciation or grammar is direct and immediate. The dialogue is memorized gradually, line by line. A line may be broken down into several phrases if necessary. The dialogue is read aloud in chorus, one half saying one speakers part and the other half responding. The students do not consult their book throughout this phase.

 The

dialogue is adapted to the students interest or situation through changing certain key words or phrases. This is acted out by the students. Certain key structures from the dialogue are selected and used as the basis for pattern drills of different kinds. These are first practiced in chorus and then individually. Some grammatical explanation may be offered at this point, but this is kept to an absolute minimum.

The students may refer to their textbook, and follow-up reading, writing or vocabulary activities based on the dialogue may be introduced. At the beginning level, writing is purely imitative and consist of little more than copying out sentences that have been practiced. As proficiency increases, students may write out variations of structural items they have practices or write short compositions on given topics with the help of framing questions, which will guide their use of the language. Follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.

1.

2.

Language is not habit Audiolingualism reached itsa period of structure. most linguistic behavior widespread Ordinary use in the 1960s. But then came criticism on two fronts. involves innovation, characteristically The theoretical foundations of Audiolingualism formation of unsound new sentences and were attacked as being both in terms of language theory learning theory. patterns in and accordance with rules of Practitioners found that the practical results great abstractness and intricacy fell short of expectations. Students were often Chomsky found to be unable to transfer skills acquired through Audiolingualism to real communication outside the classroom, and many found the experience of studying through audiolingual procedures to be boring and unsatisfying.

 Audiolingualism

holds that language is like other forms of learning. Since language is a formal, rule-governed system, it can be formally organized to maximize teaching and learning efficiency. Audiolingualism thus stresses the mechanistic aspects of language learning and language use.

 The

audio-lingual method The audio-lingual method has students listen to or view recordings of language models acting in situations. Students practice with a variety of drills, and the instructor emphasizes the use of the target language at all times. The audiolingual method was used by the United States Army for "crash" instruction in foreign languages during World War II. Due to weaknesses in performance, audiolingual methods are rarely the primary method of instruction today.

 Approaches

and methods in language teaching. A description and analysis. Jack C. Richards and Theadore S. Rodgers

Thank

you for your attention!!!