AudiolingualMethod – ErenÖzkaradeniz

- 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.

- New vocabulary and structural patterns are presented through dialogs.
- Dialogs– learning through imitation and repetition
- Positively reinforced
- Grammar is induced from the examples.

- 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.

- 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.

- Students errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.

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

- Interaction is teacher-directed
- Student-student interaction →Chain drills and dialogues

- 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 .

- 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.