Nelida Nita

DESIGN

ADVANTAGES

Making language teaching possible to large groups of learners

Emphasizing sentence production

Control over grammatical structures and development of oral ability

Learn the culture within a context

Speaking and listening skills are better trained

DISADVANTAGES

Teacher's domination over the class

Weak basis of its theory

Too much repetition

Grammar skills are untrained

Little attention to reading and writing

APPROACH

PROCEDURE

Lesson Procedure

1. Listen

2. Repeat

3. Memorize

4. Adapt to students' interest

5. Act out

6. Select structure/vocabulary

7. Drill them

8. Explain

9. Follow up

Activities

Dialogue memorization

Drills

Repetition drillQuestion-and-answer drillBackward build-up drillTransformation drillSingle-shot substitution drillMultiple-shot substitution drillChain drill

Use of minimal pairs

Complete the dialogue

Grammar games

The theoretical foundations of ALM were attacked as being unsound in terms of both language theory and learning theory

Practical results fell short of expectations

Students were often unable to transfer skills acquired through ALM to real communication outside the classroom

To study through ALM may be boring and unsatisfying

Meaning is learned in linguistic and cultural context

Roles

Student

passive

repeat after the teacher

speak aloud

Teacher

central-active

teacher-dominated

monitors and corrects learners' performance

The teacher models the target language, controls the direction and pace of learning

Objectives

Short term objectives

Accurate pronunctiation and grammar

Oral comprehension

Long term objectives

Native-like production

Speaking and listening are emphasized

Based behavioral psychology

Stimulus

Response

Reinforcement

Inductive approach

Skills

Speaking

Listening

Reading

Reading and writing skills may be taught, but they are dependent on prior oral skills.