Language skills are taught in

the order of listening, speak-

ing, reading and writing.

The entry of the United States in- The learner’s activities must
to World War II had a significant at first be confined to the au-
effect on language teaching in diolingual and gestural-visual
America. To supply the U.S. gov- bands of language behavior. . .
ernment with personnel who were .
fluent in German, French, Italian, Recognition and discrimination
Chinese, Japanese, Malay, and oth- are followed by imitation, rep-
er languages, and who could work etition and memorization. Only
as interpreters, code-room assis- when he is thoroughly familiar
tants, and translators, it was with sounds, arrangements, and
necessary to set up a special lan- forms does he center his atten-
guage training program. tion on enlarging his vocabu-
lary.
When reading and writing are
introduced, students are taught
to read and write what they
Audiolingualists demanded a have already learned to say
complete reorientation of the orally.
foreign language curriculum. Dialogues and drills form the The use of drills and pattern
Like the nineteenth-century re- basis of audiolingual classroom practice is a distinctive fea-
formers, they advocated a re- practices ture of the Audiolingual Meth-
turn to speech-based instruc- od. Various kinds of drills are
tion with the primary objective used.
of oral proficiency, and dis- 1. Repetition.
missed the study of grammar or 2. Inflection.
3. Replacement.
4. Completion.
5. Transposition
6. Expansion.
The emergence of the Audiolingual 7. Contraction.
Method was the result of the pri- 8. Transformation.
mary attention given to the teach- 9. Integration.
ing of foreign languages ??in the 10. Rejoinder.
United States until the finals of LEARNER ROLES
the 1950s. Learners play a reactive role
The term Audiolinguism was coined by responding to stimuli, and
by Professor Nelson Brooks in thus have little control over
1964. the content, pace, or style of
learning.
TEACHER ROLES
The teacher models the target lan-
guage, controls the direction and
pace of learning, and monitors and
corrects the learners’ perfor-
mance. The teacher must keep the
learners attentive by varying
drills and tasks and choosing rel-
evant situations to practice
structures.
Tape recorders and audiovisual
equipment often have central roles
in an audiolingual course.
WHOLE LANGUAGE
The term Whole Language was cre-
ated in the 1980s by a group of
U.S. educators concerned with
the teaching of language arts,
that is, reading and writing in
the native language.
Whole Language instruction is a
theory of language instruction
that was developed to help young
children learn to read.
Heavy emphasis in Whole Language
is placed on authenticity,” on
engagement with the authors of
written texts, and also on con-
versation. For example, in mas-
tering the sociolinguistic sig-
nals for apologizing,” “A whole
language perspective requires an
authentic, ‘real’ situation in
which one truly needs to apolo-
gize to another” (Rigg 1991:
524).
A functional model of language
is also referred to in many ar-
ticles on Whole Language. Lan-
guage is always seen as some-
thing that is used for meaning-
ful purposes and to carry out
authentic functions. The learn-
ing theory underlying
Whole Language is in the human-
istic and constructivist
schools.
LEARNER ROLES
The student is a collaborator,
collaborating with other stu-
dents, with the teacher, and
with writers of texts. Students
are also evaluators, evaluating
his own learning and that of
others, with the help of the
teacher.
The student is self-directed;
their own learning experiences
are used as resources to learn.
Students also select learning
materials and activities. "The
choice is vital in a full lan-
guage class, because without
the ability to select activi-
ties, materials and conversa-
tion partners,
The students can’t use the lan-
guage for their own purposes
ACTIVITIES
Activities that are often used
TEACHER ROLES in full-language instruction:
* Individual and small group
The teacher is seen as a facil- reading and writing.
itator and an active partici- * Unedited dialogue diaries.
pant in learning community in- * Writing portfolios.
stead of knowledge that trans- * Books made by students
mits knowledge. * History writing
Teacher teaching the students Many of these activities are
and not the subject and look also common at other instruc-
for the occurrence of a place tional points, as the teaching
of teaching instead of a plan- of communicative language,
ning plan script. based on the content teaching
The teacher creates a climate of languages ??based on tasks.
that supports collaborative
learning.
The teacher has the responsi-
bility to negotiate a work plan
with the Apprentices.