Audio-Lingual Approach, Study notes of English

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Audio-Lingual

Approach

OutlineOutline

1.1. AudioAudio--lingual approach definitionlingual approach definition

2.2. BackgroundBackground

3.3. Main CharacteristicsMain Characteristics

4.4. Types of activitiesTypes of activities

5.5. Behaviorist theoryBehaviorist theory

6.6. Main principles of AudiolingualismMain principles of Audiolingualism

7.7. Teacher’s roleTeacher’s role

8.8. Lerner’s roleLerner’s role

9.9. Role of instructional materialsRole of instructional materials

10.10. Decline of AudioDecline of Audio--lingualismlingualism

HistoryHistory

IN the period of World War IIIN the period of World War II United States required linguists

to set up special training program which would be emphasized on

fast and easy foreign language acquisition.

The Army Specialized Training Program (ASTP) was established in

The ASTP, the so-called Army method , had a significant impact on

linguistics and the way foreign languages were taught.

TheThe 11

stst

stepstep towardstowards

AudiolingualismAudiolingualism

…was “Army method”.

It was based on Leonard Bloomfield’s

technique ( informant method) of

memorization and repetition in simple

foreign language patterns.

In brief, the linguist, without knowing

the language, was trained to absorb its

basic structure from the

informant/native speaker and together

with students “gradually learned how to

speak this language, as well as to

understand much of its basic grammar”

(Richards, J.C. et-al. 1987). (^) Leonard Bloomfield, 1887 -1949,

American linguist

The beginning ofThe beginning of

Contrastive AnalysisContrastive Analysis

Fries published “his principles in Teaching and Learning

English as a Foreign Language (1945), in which the

problems of learning a foreign language were attributed to

the conflict of different structural systems (e.g., differences

between the grammatical and phonological patterns of the

native tongue and the target language)”. The idea of

contrastive analysis of two languages was presented in this

work. It was essential in order to prevent potential problems

in second language acquisition and it became the basis for a

major branch of applied linguistics called systematic

comparisons. This development of systematic comparison

provided a new perspective towards Foreign Language

Teaching.

The emergence of

Audio-linguistic

approach

Richards (1987), “this method claimed to have

transformed language teaching from an art to science,

which would enable learners to achieve mastery of a foreign Language effectively and efficiently”

Mechanism of teaching

1.1. Foreign language isForeign language is presented entirely

orally.

(in early stages of learning language written materials are not presented)

2. Reading and Writing activities

(are based on what students already know how to say orally)

The basis ofThe basis of audioaudio--

lingual approachlingual approach

• Repetition

• oral drills

• memorization

of simple

patterns are

the basis of

audio-lingual

approach.

Types of activitiesTypes of activities

• Replacement: Where one word is replaced by another word

EXAMPLES.

He bought this house cheap. -He bought it cheap

Helen left early - She left early.

• Restatement: The student rephrases an utterance and addresses it

to someone else, according to instructions.

EXAMPLES.

Tell him to wait for you. Wait for me.

Ask her how old she is How old are you?

Types of activitiesTypes of activities

• Completion: The student hears an utterance that is complete except for

one word, then repeats the utterance in completed form.

EXAMPLE.

I'll go my way and you go … - I'11 go my way and you go yours

• Transposition: A change in word order is necessary when a word is

added.

EXAMPLE.

I’m hungry. /so/ - So am I

• Contraction: A single word stands for a phrase or clause.

EXAMPLE.

Put your hand on the table. -Put your hand there

Types of activitiesTypes of activities

• Rejoinder: Student makes an appropriate rejoinder to a given pattern. Usually student told in advanced to respond in one of the following ways: (polite, answer the question, agree, disagree, express surprise, etc.)

EXAMPLES: Thank you. You're welcome. What is your name? My name is Sam.

• Restoration: is one of the most common patterns that can be found in ESL textbooks; student is given a sequence of words that have been pulled from a sentence, but still keep the meaning. The main aim of this exercise is to build the sentence using this word sequence.

EXAMPLE: kids/waiting /school bus Kids are waiting for school bus.

Types of activitiesTypes of activities

• dialogues, which students have to

listen to, repeat and memorize, focusing on proper pronunciation, intonation, stress and rhythm usage.

They provide the structure and idea of

how to use some types of patterns in some

sort of situations. Usually dialogues

illustrate socio-cultural situations of a

target language, such as greeting, opinion

exchanges, likes or dislikes, standard safe

topics (weather, hobbies…etc.) that help

students to memorize which utterance is

suitable for each situation.

AudioAudio--lingual approachlingual approach

…utilizes this schema.…utilizes this schema. If we apply this to foreign language learning

we notice that

• the stimulus is the information about foreign language
• the response is student’s reaction on the presented

material

• the reinforcement is natural “self-satisfaction of target

language use” (Richards & Rodgers, 1987)

MainMain principlesprinciples ofof

AudiolingualismAudiolingualism

• First of all, foreign language learning is a mechanical process. Memorization and repetition of dialogues or other drill patterns minimize the risk of making a mistake and increase the chances of giving a correct answer that leads to reinforcement of good habits.
• Second, Foreign language can be learned and taught more effectively if it is presented in spoken form before students will see written form. “Aural-oral training is needed to provide the foundation for the development of other language skills” (Richards & Rodgers, 1987).
• Third, the meaning of words and phrases of a second language should be learned and taught in a linguistic and cultural context. “Teaching a language thus involves teaching aspects of the cultural system of the people who speak the language” (Rivers, 1964: 19- 22).