Diane Larsen Freeman's Explanations and An example of lesson in Army Method
Multimedias
Some Visiual Examples About Audio-Lingual Method
Always Repeating and It's not a contextual
Audio-Lingual Method (Army Method)
by Orhan Kutluer
I think that this method has more disadvantages than advantages. So It seems a little bit useless
Advantages
It aims at developing listening and speaking skills which is a step away from the Grammar translation method
Communicative Language is acquired.
Advanced Listening and Speaking
Fluent adn Correct Language
Correct Behavioral Patterns
Subtopic
Contextual Referances
Positive/Negative reinforcement develop incorrect habits
Based on the Behavioral Psychology
Human behavior is shaped by habits, hence learning a language can become a habit.
Developed during World War II. in USA
The Techniques
Completing Dialogs
Repetition
Driils
Transformation Drill
Backward build-up Drill
Repetition Drill
Single/Multiple-slot substitution Drill
Question and Answer Driil
Minimal Pairs
Grammar Games
Dialog Memorization
Teacher's Roles
Teacher monitors students performance
Keep students awake and make them attend to lesson
Controller of the learning
Teacher is a model
Disadvantages
Parroting (Repeating) is not good about creativity
Ignores the writing and reading skills
It's time-consuming
It's not contextualized
Classes tend to Drag
Too Rigid
Historical Background and Some Differences among the Methods
The Audio-Lingual method of teaching had its origins during World War II when it became known as the Army method.
It is also called the Aural oral approach. It is based on the structural view of language and the behaviorist theory of language learning.
The audiolingual approach to language teaching has a lot of similarities with the direct method.
Both were considered as a reaction against the shortcomings of the Grammar Translation method, both reject the use of the mother tongue and both stress that speaking and listening competences preceded reading and writing competences.
But there are also some differences. The direct method highlighted the teaching of vocabulary while the audiolingual approach focus on grammar drills
The Principles
Foreign language learning is basically a process of mechanical habit formation. The student are able to give correct response rather than by making mistake.
Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form. Aural-oral training is needed to provide the foundation for the development of other language skills.
Drills can enable learners to form correct analogies. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.
The meaning that the words of a language have for the native speaker can be learned only in a linguistic and cultural context and not isolation.
Language Leanring is in habit form.
Grammar is not learned, but acquired.
Students should overlearn
Chain Driil is used.
Always using of language to communicate
Bacward build-up Drill is used.
Prevention of Errors
Choral Repetition
The teacher models dialoges
Only the target language is used.
Students Role
Ss are passive during the learning.
Obey the rules
Repeating the teacher.
Have just a little bit control over the lessons, context and pace of learning
