AudiolingualMethod – ErenÖzkaradeniz

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AudiolingualMethod – ErenÖzkaradeniz

An Example of Methof

Evaluation

- Nature: discrete-point →each question on the test would focus on only one point of the language at a time. Ex: students might be asked to distinguish between words in a minimal pair.

Emphasizes

- Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns. - The natural order of skills presentation is adhered to : listening, speaking, reading, and writing. - The oral/aural skills receive most of the attention .

Interaction

- Interaction is teacher-directed - Student-student interaction →Chain drills and dialogues

Teacher Role/Student Role

- The teacher is like an orchestra leader. - Providing students with a good model for imitation. - Students are imitators.

Key!

Subtopic

Deal with Errors

- Students errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.

Native Language

- The habits of the students’ native language are thought to interfere with the students’ attempts to master the target language. - The target language is mostly used in the classroom instead of the native language.

Wiev of Language/Culture

- The view of language → be influenced by descriptive linguists. - Each level( phonological, morphological…)has its own distinctive patterns. - Everyday speech is emphasized. - The level of complexity of the speech is graded.

Teaching/Learning Process

- New vocabulary and structural patterns are presented through dialogs. - Dialogs– learning through imitation and repetition - Positively reinforced - Grammar is induced from the examples.

Goals

- Teachers want their students to be able to use the target language communicatively. - Overlearning →automatically without stopping to think - Forming new habits through overcoming the old habit.