TSLB 3033

PRINCIPLES AND PRACTICE IN ENGLISH LANGUAGE TEACHING

AUDIO-LINGUAL
METHOD
LECTURER: MDM SHELEN ADERINA KOK

PRESENTERS: CHANTEL TENG, WINNIE NGU, WONG BEN LU

METHOD
AND
THEORY
 ● A method used in teaching foreign
languages
● It is based on behaviorist theory, which
postulates that humans could be trained
through a system of reinforcement

AUDIO-
● The correct use of a trait would receive
LINGUAL positive feedback while incorrect use of
that trait would receive negative feedback

METHOD ● These patterns are elicited, repeated

and tested until the responses given by
the student in the foreign language are
automatic
 The Coleman Report 1929
recommended a reading-based approach
to foreign language teaching for use in
American schools and colleges preceded
by list of vocabulary.
THE FOUNDER
OF AUDIO-
Linguists at the University of Michigan
LINGUAL invented this method in the late 1950s.

METHOD It was widely used in the 1950s and

1960s, and the emphasis was not on the
understanding of words, but rather on the
acquisition of structures and patterns in
common everyday dialogue.
 Charles Fries and Robert Lado are
credited with the association of
behaviourist psychology and a contrastive
structural analysis of the target language
to produce the following principles for
foreign language learning:
THE FOUNDER Foreign language learning is basically
a process of mechanical habit
OF AUDIO- formation.

LINGUAL
METHOD
 1. Drills are used to teach structural
patterns
2. Set phrases are memorised with a

CHARACTERIS focus on intonation

3. Grammatical explanations are kept to

TICS OF AUDIO- a minimum

4. Vocabulary is taught in context
LINGUAL 5. Audio-visual aids are used
6. Focus is on pronunciation
METHOD 7. Correct responses are positively
reinforced immediately
ACTIVITY 1
PROCEDURE
(ROLES OF
TEACHERS AND
STUDENTS)
 1. A model dialogue is presented to the students.
2. The teacher will simply read the dialogue and
students will listen carefully and understand what
the teacher is saying.
3. After that, the teacher will provide a new word
PROCEDURE and the students will adapt it into the given dialogue
and read out loud.
(ACTIVITY 1) 4. The teacher will read again the adapted dialogue
and provide a new word.
5. The students will adapt the new word into the
given dialogue again.
6. If the students adapt the new word wrongly, the
teacher will correct the students by reading out the
correct adapted dialogue.
 Teacher’s role

ROLES OF - The teacher’s role is central and active as it is a teacher-

dominated method.

TEACHERS -
-
The teacher controls the direction.
The teacher monitors and corrects the learner’s
performance.

Student’s role

- The students will play a reactive role by responding to

the stimuli which is the new words given by the teacher.
ROLES OF
- The students will also act as imitators by following the
teacher’s direction and respond accurately and as rapidly
STUDENTS
as possible.
TECHNIQUE SINGLE
(ACTIVITY 1)
SLOT
SUBSTITUTI
The teacher says a line, next, the teacher says a
word “cue”, the students repeat the line,
substituting the cue into the line in its proper
place
ON
ACTIVITY 1
 EXAMPLE OF SENTENCE
PRACTICE
Teacher: I’d like a cup of coffee. Tea.
Students: I’d like a cup of tea.
Teacher: I’d like a cup of tea. Milk.
Students: I’d like a cup of milk.
 LET’S DRILL!
Teacher: I eat breakfast every day. He.
Students: He eats breakfast every day.
Teacher: He eats breakfast every day.
They.
Students: They eat breakfast every day.
ACTIVITY 2
PROCEDURE
(ROLES OF
TEACHERS AND
STUDENTS)
 1. The teacher will show the picture to the
students.

2. The teacher will start the beginning of the

sentence and request the students to finish the
sentence.
PROCEDURE 3. The students are given time to analyse and
(ACTIVITY 2) observe the picture.

4. The students will give their response to the

teacher by finishing the sentence.

5. The teacher will correct and teach the students

if they make any mistakes.
 Teacher’s role

ROLES OF - Teachers play as a central and active model of the target

language

TEACHERS -
-
The teacher controls the process of learning
The teacher monitors and controls the learners’
performance
- The teacher guides the students when they face problems

Student’s role

- Students play a reactive role by responding to the stimuli

which is the picture that is shown by the teacher
ROLES OF
- .Students follow the teacher’s direction and respond as
accurately and as rapidly as possible.
STUDENTS
TECHNIQUE COMPLETIO
(ACTIVITY 2)
N DRILL
The teacher reads the beginning of a sentence,
and students finish it. This gives students an
opportunity to use language spontaneously.
ACTIVITY 2
OBSERVE THE PICTURE
CAREFULLY
Teacher: What is this?
Student: This is an apple.
Teacher: The apple is….
Student: The apple is red.
Teacher: The apple is...
Student: The apple is big.
LET’S DRILL!
Teacher: What is this?
Student: This is a cat.
Teacher: The cat is….
Student: The cat is thinking about lunch.
Teacher: The cat is...
Student: The cat is brown.
 ● Through this repetition, the teacher can
emphasize correctly any sound or
articulation the students have shown
PURPOSES OF THE problematic.
● The repetition reinforces the listening
ACTIVITIES aspect of language, allowing students to
immediately recognize the sentence they
have just pronounced.
● This give students an opportunity to use
language spontaneously.
THANK YOU
THANK YOU
THANK YOU