Scribd
Upload
194 views17 pages

Chapter 4: The Audio-Lingual Method: Textbook: Larsen-Freeman, D. & Anderson, M. (2011) - Ed.) - Oxford University Press

The Audio-Lingual Method is an oral-based language teaching approach that focuses on habit formation through drills and reinforcement. It emphasizes oral skills and uses dialogs and pattern practices to teach grammar inductively. The teacher leads drilling exercises in a highly structured way, while students play a passive role by imitating. Evaluation assesses students on discrete points through tests of minimal pairs, and errors are avoided through controlled teaching.

Uploaded by

hemailedchimy7931
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
194 views17 pages

Chapter 4: The Audio-Lingual Method: Textbook: Larsen-Freeman, D. & Anderson, M. (2011) - Ed.) - Oxford University Press

The Audio-Lingual Method is an oral-based language teaching approach that focuses on habit formation through drills and reinforcement. It emphasizes oral skills and uses dialogs and pattern practices to teach grammar inductively. The teacher leads drilling exercises in a highly structured way, while students play a passive role by imitating. Evaluation assesses students on discrete points through tests of minimal pairs, and errors are avoided through controlled teaching.

Uploaded by

hemailedchimy7931
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 17

CHAPTER 4: THE AUDIO-LINGUAL

METHOD

Textbook:
Larsen-Freeman, D. & Anderson, M. (2011).
Techniques and Principles in Language Teaching. (3rd
ed.). Oxford University Press.

INTRODUCTION
Audio-Lingual Method is an oral-based approach.
It drills students in the use of grammatical sentence patterns.
Based on behavioral psychology (Skinner).
Conditioning helping learners to respond correctly to stimuli
through shaping and reinforcement.
Habit-formation

A DIALOG FROM THE TEXT


Sally : Good morning, Bill.
Bill: Good morning, Sally.
Sally: How are you?
Bill: Fine, Thanks, And you?
Sally: Fine. Where are you going?
Bill: Im going to the post office.
Sally: I am too. Shall we go together?
Sure. Lets go.

IM GOING TO THE POST OFFICE.


1. introduces a new dialog (p36)
2. uses a backward build-up drill
3. uses a repetition drill (group)
4. initiates a chain drill (individual)
5. leads a single-slot substitution drill (replaces a word or
phrase = cue) (shows pictures)
6. praise the class during the practice

HOW ARE YOU?


(SUBJECT-VERB AGREEMENT)
1. subject pronouns (he, she, they, you)
2. be verb (is, are)
3. uses Multiple-slot Substitution drill
(I am/ She is going to the post office)
4. uses a transformation drill (active vs. passive; yes/noquestion)
5. uses pictures again and select individuals

MORE PRACTICES
1. reviews the dialog
2. expands upon the dialog by adding a few lines.
3. drills the new lines and introduces new vocabulary (p.41)
4. works on the mass and count nouns (a little/a few)
5. uses contrastive analysis (correct the pronunciation) (use of
minimal pairs)

MORE PRACTICES
6. writes the dialog on the blackboard
7. uses the supermarket alphabet (grammar game)

GOALS
Teachers want their students to be able to use the target
language communicatively.
Overlearning automatically without stopping to think
Forming new habits through overcoming the old habit.

TEACHER ROLE/STUDENT ROLE


The teacher is like an orchestra leader.
Providing students with a good model for imitation.
Students are imitators.

CHARACTERISTICS OF THE
TEACHING/LEARNING PROCESS
New vocabulary and structural patterns are presented
through dialogs.
Dialogs learning through imitation and repetition
Positively reinforced
Grammar is induced from the examples.

STUDENT-TEACHER
INTERACTION/
STUDENT-STUDENT

Interaction is teacher-directed
INTERACTION

Student-student interaction Chain drills and dialogues

THE VIEW OF LANGUAGE/ THE VIEW


OF CULTURE
The view of language be influenced by descriptive linguists.
Each level( phonological, morphological)has its own distinctive
patterns.
Everyday speech is emphasized.
The level of complexity of the speech is graded.

WHAT AREAS OF LANGUAGE ARE


EMPHASIZED? WHAT LANGUAGE SKILLS
ARE EMPHASIZED?
Vocabulary is kept to a minimum while the students are
mastering the sound system and grammatical patterns.
The natural order of skills presentation is adhered to :
listening, speaking, reading, and writing.
The oral/aural skills receive most of the attention .

THE ROLE OF NATIVE LANGUAGE


The habits of the students native language are thought to
interfere with the students attempts to master the target
language.
The target language is mostly used in the classroom
instead of the native language.

EVALUATION
Nature: discrete-point
each question on the test would focus on only one point
of the language at a time.
Ex: students might be asked to distinguish between words
in a minimal pair.

DEAL WITH ERRORS

Students errors are to be avoided if at all possible through the


teachers awareness of where the students will have difficulty and
restriction of what they are taught to say.

BRAINSTORMING
Page 50
Check your understanding of The Audio-Lingual Method

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy