AudiolingualMethod – MerveYağcı

Honelako gehiago

Problem Solving

by Thomas Teepe

Econometrics textbook

by Nattachet Pooncharoen

Communicative Language Teaching Erick Carrillo

by Erick Carrillo

ISO 9000

by m cs

AudiolingualMethod-MerveYağcı

Areas and skills emphasized

Memorizing the structures

Lİstening

Disadvantages

Just memorizing

No normal conversation

Passive learners

Habit formation

No meaningful learning

Advantages

Contextual learning.

Culture is given with language

Errors are prevented and corrected

Goals

Long term

Native like production

Short term

Reading

Writing

Speaking

Listening

Scripts in red are emphasized in ALM.

Main features

Education in language labs

Memorizing without thinking

Purpose=Communication

Language 2 in context

Teacher based method

Critism

Too much things to do for teacher. They are acting like actor, trying to keep learners awake, controlling the learning, applying the techniques. It is tiresome for both sides. One side is conveying everything other side is memorizing everything.

Other skills are not given enough: Reading, Writing.

Lab environment is not natural. Learners can not communicate with each other and teacher naturally although actual goal of the method is communicate.

Behaviourism is not appropriate for human being. Learner should think and product something. They could not memorize forever.They can not understand meanings and product something new because they are out of thinking.

Role of

Learner just obeys

Learner imitates.

Teacher is model

Teacher acts.

Sample Activities

Memorizing

Drilling

Listen and repeat

Techniques

Use of minimal pairs

For example : so - saw

berry - very

sit - seat

Repetition

Drills

for more information and examples

Dialogue completion

Dialogue Memorization

Background

Findings in ASTP used in ALM

Charles Fries rejected DM and claimed structualism

After World War II, growing demand for learning english