AudiolingualMethod – ÖmerKorkmaz

AudiolingualMethod – ÖmerKorkmaz

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This is a method for foreign language teaching which emphasized the teaching of listening and speaking before reading and writing.

ADVANTAGES & DISADVANTAGES

1)Learners are able to speak the target language comunicatively.
2)Learners have no difficulties to understand the lesson as it is carried out in the mother tongue.
3)Learners are able to give correct response directly.
4)Learners more concern about the combination between behavioral psychology and linguistic.

1)Speaking or any kind of spontaneous creative output is missing from the curriculum.
2)Students are lacked an active role in the classroom.
3)Very little attention is paid to communication.
4)Very little attention is paid to content.
5)Process of learning only focus in speaking.

BACKGROUND

This method had its origins during World War II when it became known as the Army method. It was developed as a reaction to GTM.From about 1947-1967 this approach was the dominant foreign language teaching method in the United States.

SKILLS

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-The natural order of skills presentation is adhered to : listening, speaking, reading, and writing.-The oral skills receive most of the attention .

Reading

Listening

Writing

Speaking

ROLES

ROLES

THE TEACHER is like an orchestra leader.
Providing students with a good model for imitation.

THE STUDENTS IMITATES THE TEACHER

THE STUDENTS are imitators.

Main topic

PRINCIPLES

1)Drills are used to teach structural patterns.
2)Set phrases are memorised with a focus on intonation.
3)Grammatical explanations are kept to a minimum.
4)Vocabulary is taught in context.
5)Audio-visual aids are used.
6)Focus is on pronunciation.
7)Correct responses are positively reinforced immediately.

TECHNIQUES

Repetition drill

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This drill is often used to teach the lines of the dialogue. Students are asked to repeat the teacher’s model as accurately and as quickly as possible.

Substitution drill

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The students repeat the line from the dialogue which the teacher has given them, substituting the cue into the line in its proper place.

Question-and-answer drill

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The drill gives students practice with answering questions. The students should answer the teacher’s question very quickly. It is also possible for the teacher to cue the students to ask questions as well.

Expansion drill

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This drill helps students to produce longer sentence bit by bit, gradually achieving fluency. The main structure is repeated first, then students have to put cue phrase in its proper place.

Clause combination drill

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Students learn to combine two simple sentences into a complex one.

Background build-up drill

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This drill is used when a long line of dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line.

Chain drill

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A chain drill gets its name from the chain of conversation that forms around the classroom as students, one-by-one, ask and answer questions of each other. The teacher begins the chain by greeting a particular student, or asking him a question. That student responds, and then turns to the student sitting next to him.

GOAL

The general goal of the Audiolingual Method is to enable the target language communicatively.

OBJECTIVES

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The general objective of the Audio-lingual Method is to enable the target language communicatively.

Short-range objective

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include training in listening comprehension, accurate pronunciation, reading comprehension and production of the Audio-lingual Method are the development of mastery in all four language skills, beginning with listening and speaking, and using these as a basis for the teaching of reading and writing.

Long-range objective

1. is to develop in the students the same types of abilities that native speaking have, to use it automatically without stopping to think.