The audiolingual method
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The Audiolingual Method
From “Approaches and Methods in Language Teaching” By J.C. Richards
and T.S. Rodgers.
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Background Before World War II, there were three methods:
a) A modified Direct Method Approach
b) A Reading Approach.
c) A Reading-Oral Approach.
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Problems with these three methods:
1. They lacked standardization of vocabulary and
grammar.
2. No one could agree what was important to teach
for beginning, intermediate or advanced learners.
3. They basically, lacked “STRUCTURE”
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World War II Changed everything...
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The Army Specialized Training ProgramThe Army Specialized Training Program (ASTP)
was started in 1942.
Native speakers acted as an 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.
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The ASTP continued for two years and by the
1950s, as a result of many factors Audiolingualism
became a standardized way of teaching a language.
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Sputnik 1 – The First Russian Satellite (1957)
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It changed everything again:
a) It made the U.S. Government realize the need for new
and more intensive foreign language teaching
methodology.
b) The National Defence Education Act (1958) provided
money for training of teachers, the development of
teaching materials and for the study and analysis of
modern languages.
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The term “Audiolingualism” was coined by
Professor Nelson Brooks (1964). In the 1960’s,
Audiolingualism began to lose its popularity, but
this method is still used today.
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ApproachTheory of Language: Structuralism
Structural linguistics
influenced
Audiolingualism.
Elements in a language
are linearly produced in
a rule-governed way.
Linguistic levels are
pyramidally structured.
Phonology
Morphology
Phrases
Sentences
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Approach Theory of Learning: Behaviourism
Behavioural psychology influenced Audiolingualism.
Behaviourists believe that humans are organisms
capable of learning many behaviours. It depends on
three elements:
1. Stimulus: Bring out behaviour.
2. Response: Triggered by stimulus.
3. Reinforcement: Marks the response as being
appropriate or not and encourages repetition which
is vital in the learning process.
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BehaviourismLearning Behaviour
Organism
Behaviour
Stimulus
Response
Reinforcement
Learner.
Language behaviour.
Content.
Learner’s response.
Reaction
intrinsic/extrinsic
approval.
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Approach - ConclusionsForeign language learning is a process of
mechanical habit formation.
Language skills are learned more effectively if
they are learned in spoken form (drills) rather
than written form.
Language must be learned in context of the
linguistics and culture.
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Design - ObjectivesShort-term Objectives Long-term Objectives
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.
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Design – The SyllabusBased 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.
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Design – Types of learning and teaching activities.
Dialogues Drills
Contextualize key
structures.
Illustrate situations.
Used for repetition
and memorization.
Distinctive feature of this method.
1. Repetition.
2. Inflection.
3. Replacement.
4. Restatement.
5. Completion.
6. Transposition
.
7. Expansion.
8. Contraction.
9. Transformati
on.
10. Integration.
11. Rejoinder.
12. Restoration.
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Design - Roles1. Learner
roles: They can be
directed by skilled training techniques.
External displays.
Reactive role. They do not
initiate interaction.
2. Teacher roles:
Central and active.
Model of the target language.
Controls the process of learning.
Monitors and controls the learner’s performance.
3. The role of instructional materials:
Teacher-oriented.
Tape recorders, a language laboratory and audiovisual equipment are important.
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ProcedureExtensive oral instruction is required where the target
language is used. Typical procedures:
1. Model dialogue. Repeat. Correction of mistakes.
Memorize.
2. Dialogues are adapted and then acted out.
3. Key structures are selected and used for pattern drills.
4. Textbooks. Follow-up reading, writing or vocabulary
activities may be introduced.
5. Follow-up activities in a language laboratory.
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The decline of AudiolingualismIt was examined in many ways:
1. Theoretical foundations were considered weak in both
language theory and learning theory.
2. Practitioners discovered that the practical results did
not meet expectations.
3. Students were not able to transfer skills to real
communication outside the classroom.
4. Many students found the classes boring and
unsatisfying.
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Noam Chomsky He rejected this approach.
His theory of transformational grammar said
that language is creative and generated, not a
habit.
Language derives from innate aspects of the
mind and from how humans process
experience through language.
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Final Conclusion...Audiolingualism holds that language
learning is like other forms of
learning. That is the reason why, it
stresses the mechanistic aspects of
language learning and language use.