AudiolingualMethod – KozaYurdakul

Advantages

Learners be able speaking the target language comunicatively.

Learners have no difficulties to understand the lesson as it is carried out in the mother tongue.

Learners are able to give correct response directly.

Learners more concern about the combination between behavioral psychology and linguistic.

Disadvantages

Speaking or any kind of spontaneous creative output was missing from the curriculum.

Students lacked an active role in the classroom.

Very little attention is paid to communication and content.

Process of learning only focus in speaking.

Roles

Students' Roles

have no control over their output as the output is based on the patterns

imitators of the teacher's model or the tapes the teacher supplies of model speakers

follow the teacher's directions and respond as accurately and as rapidly as possible

Teacher's Roles

to firstly provide a model dialogue for students to follow

then provide the patterns the students will use in the substitution drills

to direct and control the language
behavior of her students.

responsible for providing students with a good model for imitation

Criticism
Despite being discredited as an effective teaching methodology in 1970,[3] audio-lingualism continues to be used today, although it is typically not used as the foundation of a course, but rather, has been relegated to use in individual lessons. As it continues to be used, it also continues to gain criticism, as Jeremy Harmer notes, “Audio-lingual methodology seems to banish all forms of language processing that help students sort out new language information in their own minds.” As this type of lesson is very teacher centered, it is a popular methodology for both teachers and students, perhaps for several reasons but in particular, because the input and output is restricted and both parties know what to expect.

Techniques

Dialog memorization

a) Dialogs or short conversations between two people are often used to begin a newlesson.b) Students memorize the dialog through mimicry.c) In the Audio-Lingual Method, certain sentence patterns and grammar points areincluded within the dialog.d) These patterns and points are later practiced in drills based on the lines of the dialog.

Backward build-up (expansion) drill

Chain drill

Question-and-answer drill

Transformation drill

Use of minimal pairs

The teacher works with pairs of words which differ in only one sound; for example,'ship/sheep.' Students are first asked to perceive the difference between the two wordsand later to be able to say the two words. The teacher selects the sounds to work on afters/he has done a contrastive analysis.

Single-slot substitution drill

Multiple-slot substitution drill

Repetition drill

Complete the dialogue

Grammar game

The games are designed to get students topractice a grammar point within a context. Students are able to express themselves,although it is rather limited in this game. There is also a lot of repetition in this game.

Basic Principles

Seperation of language skills into speaking, listening, reading and writing with emphasis on the teaching of listening and speaking before reading and writing.

Use of dialogues as the chief means of presenting the languages.

Discouraging the use of mother tongue in the classroom.

Emphasis on certain practise techniques.

Pattern drills

Mimicry

Subtopic

Background

was developed as a reaction to the grammar-translation method of teaching foreign languages

had its origins during World War II when it became known as the Army method

set out to achieve quick communicative competence through innovative methods

from about 1947-1967 the Audio-Lingual approach was the dominant foreign language teaching method in the United States

Skills Emphasized

1) Listening

2) Speaking

3) Reading

4) Writing

Goals

to be able to use the target language communicatively

to learn to use the target language automatically without stopping to think

to foster accurate pronunciation and grammar among learners

to develop target language skills without reference to the mother tongue