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The Audiolingual Method

Nelson Brooks in 1964

Group 4

9613134 9713169 9714118 9813166 9807101

Toby Cherry Ruby Leo Ryo

Background

The background of ALM history


In

the first half of twentieth century.


War II (Because of the military necessary) Method didnt take hold in US.

World

Direct US

education institution is dedicated in reading approach.

Language

courses focus on oral skills Army Specialized Program(ASTP)

1950s known as Audiolingual Method (Structural linguistic + behavior pychology)

Suitable for

In small classes of mature Highly motivated students

Features

The Audiolingual Method

structural linguistic theory

contrastive analysis

behaviorism

Structural linguistic theory


Structural patterns are taught using repetitive drills.

Structural patterns

Contrastive analysis

Errors should be avoided and corrected right away. Teacher can anticipate the learning of difficulties (Sheep, ship)

Behaviorism

S-R chain a process of habit formation Positive reinforcement Mimicry Drills (repetition Drill )
T: I am going to school. Ss: I am going to school.

Pronunciation

Grammar

Characteristics

teaching materials.

vocabulary

Other features
Listening, speaking Reading, writing

-Depending on context. -Overlearning: students learn to answer automatically without stopping to think. -Mother tongue by teacher is permitted. -Language cannot be separated from culture.

interaction

imitator

Teacher-directed

Advantages
Students learn to use or think in target language at first. - Oral efficiency. - Stress the teaching of culture. - Students can deal with everyday situations in target language.
-

Disadvantages
- Lacked the meaningfulness (Noam Chomsky)
-

Unable to transfer skills to real communication outside the classroom.

- Did not consider the variety of learning styles and preferences of students.

Teaching Learning Process

New material is presented in dialogue form.


Dependence on imitation & memorization of set phrases & overlearning. Vocabulary & structures are learned thorough imitation & are presented in dialogue patterns. Little/no grammatical explanation. Grammar is taught by inductive analogy rather than by deductive explanation. Pronunciation is strictly required.

Tape/language labs/visual aids is needed.

Little/no use of mother tongue by teacher.

Leaners error-free utterances is encouraged. Interaction between learner & teacher.


Learner succeeds to make lingual dialogue outside the class.

Little lingual acquisition gained.

Errors lead to the formation of bad habits.


Errors are not necessarily to be avoided at all costs.

The data of source

http://www.indiana.edu/~rcapub/v23n1/images% 20-%20Web/leeclass.jpg http://tw.knowledge.yahoo.com/question/questio n?qid=1405102115660 http://ms1.sses.ilc.edu.tw/blog/gallery/28/%E8% 80%81%E5%B8%AB.jpg Teaching by principles by H. Douglas Brown