AudiolingualMethod - Hyuleya Mehmed

Types of activities

Repetition

The ss repeat an utterance aloud they have heard it e.g I go to school. - I go to school.

Replacement

One word in an utterance is replaced by another form when repeated e.g Helen left early. - She left early.

Restatement

The ss rephrases an utterance and addresses it to someone else, according to instructions e.g Ask her how old she is. - How old are you?

Completion

The students hear an utterance that is complete exept for one word, then repeat the utterance in completed form e.g I'll go my way and you go ... - I'll go my way and you go yours.

Transformation

A sentence is transformed by being made negative or interrogative or through changes in tense, mood, voice, aspect, or modality e.g He knows my address. He doesn't know my address. Does he know my address.

Rejoinder

The student makes an appropriate rejoinder to a given utterance e.g BE POLITE. Thank you. - You're welcome. ANSWER THE QUESTION. What is your name? - My name is Smith.

procedure

Students first hear a model dialogue

SS repeat each line of the dialogue, individually and in chorus

The teacher pays attention to pronunciation, intonation and fluency

The dialogue is memorized gradually, line by line

The dialogue is read aloud, one half saying one speakers part and the other half responding

The students do not consult their books

The dialogue is adapted to the students' interest or situation, through changing certain key words or prases

8 Certain key structures from the dialogue are selected and used as basis for pattern drills of different kinds

9 The students may refer to their textbook

10 Follow up activities

Critisism

Positive

improves speaking skills and pronunciation

meaning is learned in cultural context

Negative

ss speak with machines

not natural

memorizing

repeating is boring

not meaningful learning

ss don't have control

teacher centered

there is no production

For more information

Principals

speech is more important than the written form

the purpose is communication

using drills

language learning is a habit formation

language is given within a context

classroom materials

microfon

tape recorder

skills

listening

speaking

reading

writing

students' roles

little control over the content, pace and style of learning

not encouraged to initiate interaction

repeating what teacher says

Teacher's roles

active, the center

controls the direction and pace of learning

monitors and corrects the learners performans

model