TYPES OF LEARNING

TRANSFER, INTERFERENCE,
AND OVERGENERALIZATION
 Negative
Positive Transfer -
Transfer -
occurs when
occurs when previous
prior knowledge Transfer
performance
benefits the the carry over of
disrupts
learning task / previous
the performance
when previous performance or
of
item is correctly knowledge to a
a second task
applied to subsequent
present subject learning
matter
 INTERFERENCE
a previously a person will use Sometimes, the
learned materials whatever previous native language is
interferes with experience he or negatively
subsequent she has had with transferred, and
material language to we say then that
facilitate the interference has
second language occured.
learning process.
 OVERGENERALIZATION
to infer or derive a Generalization = Examples:
law, rule, or Meaningful SL learners can be
conclusion, usually learning familiar with 'dogs'
from the - items are subsumed and might call a
observation of (generalized) under horse a dog when
particular higher- order they see one.
instances. categories for
meaningful Regular past tense
retention. endings (walked,
opened) vs (goed,
 Specific - General

Inductive reasoning is a bottom-up

approach

Deductive reasoning is top-down

approach
General- Specific
 • Is there an ability or talent we can call
foreign language aptitude?
• If so, what is it, and is it innate or

Language environmentally "nurtured"?

• Is there a distinct ability or is it an aspect of
Aptitude general cognitive abilities?
• Does aptitude vary by age whether
learning is implicit or explicit?
• Can aptitudinal factors be reliably
measured?
• Are they predictive of success in learning a
foreign language?
 Traditional Language Aptitude
Test
Cognitive
Modern Pimsleur Defense
Ability for
Language Language Language
Novelty in
Aptitude Test Aptitude aptitude
Acquisition of
(Carol & Battery Battery
Language -
Sappon, (Pimsleur, (Petterson &
Foreign
1958) 1966) Al Haik, 1976)
(2000)
 INTELLIGENCE AND
LANGUAGE LEARNING
 Multiple
Intelligence
(Gardner,
1999)
Write a date or subtitle
EMOTIONAL INTELLIGENCE (Goleman,
1998)
 "Language may not be merely a vital link in
the social side of intellectual development, it
may be the very foundation of intelligence
itself" (Oller, 1981, p. 466)
BulSU - Graduate School

HUMAN
LEARNIN
G
Principles of Language Teaching and DISCUSSANTS:
Learning
Delos Santos, Katherine V.
Fernandez, Vanessa D.
GLORIA, Ma Nina Jesusa G
 LEARNING THEORIES IN ACTION:
TWO LANGUAGE TEACHING METHODS IN
CONTRAST

Community
Audiolingual
Method Language
Learning

Page 2
THE AUDIOLINGUAL METHOD

The Audio-lingual Method (ALM) or audiolingualism grew

out of foreign language teaching approaches developed
during World War 2 at the University of Michigan in order
to rapidly develop effective oral-aural skills in foreign
languages for military personnel.
 THE AUDIOLINGUAL METHOD
Audiolingualism views language as a set of structures,
including phonemes, morphemes, and syntax, the patterns of
which can be deduced by analyzing the language used by
native speakers. The audiolingual syllabus is organized
around these linguistic structures, which are represented in
dialogues and pattern drills.
 THE AUDIOLINGUAL METHOD
• language is primarily an oral phenomenon, in as much as all natural
languages first developed orally, and children learn their first language orally
before learning its written form.
• the Audiolingual Method teaches listening and speaking before reading and
writing. Exposing beginning students' to the written language is avoided in
the belief that seeing the written word interferes with developing correct
pronunciation habits. Reading and writing are introduced later, and consist
primarily of material that was first learned orally.
 THE AUDIOLINGUAL
METHOD
• New material is presented in dialogue form.
• There is dependence on mimicry, memorization of set
phrases, and overlearning.
• Structures are sequenced by means of contrastive analysis
and taught one at a time.
• Structural patterns are taught using repetitive drills.
• There is little or no grammatical explanation: grammar is
taught by inductive analogy rather than deductive
explanation.
• Vocabulary is strictly limited and learned in a context.
 THE AUDIOLINGUAL
METHOD
7. There is much use of tapes, language labs, and visual aids.
8. Great importance is attached to pronunciation.
9. Very little use of the mother tongue by teachers is permitted.
10. Successful responses are immediately reinforced.
11. There is great effort to get students to produce error-free
utterances.
12. There is a tendency to manipulate language and disregard
content.
 LEARNING THEORIES IN ACTION:
TWO LANGUAGE TEACHING METHODS IN
CONTRAST

Community
Audiolingual
Language Method
Learning
COMMUNITY LANGUAGE
LEARNING
• developed in the 1970s in the USA by Jesuit priest,
psychologist and educator Charles Curran
• Drawing on principles of counselling therapy then prevalent,
CLL emphasizes the importance of the learners themselves
by calling them "clients" and letting them design lesson
content. The teacher plays the part of "counsellor".
• Aims to alleviate the anxiety and threat so often felt by
language learners, is sometimes described as "counselling
learning".
 TYPICAL FEATURES OF A CLL
LESSON:
• target language/mother tongue
• teacher/learner-centred
• counselling role for teacher; client roles for learners
• in-a-circle seating for learners
• recorder inside circle and teacher outside
• TL dialogue generated learner by learner (helped as necessary by teacher)
• recorded dialogue transcribed by teacher on board
• analysis of dialogue by learners
• dialogue used in follow-up sessions for other activities
• movement for learners from total dependence to growing autonomy
Audiolingual Method Community Language
Learning
BulSU - Graduate School

RELATED
JOURNAL
ARTICLE
Principles of Language Teaching and
Learning
DISCUSSANT:
Delos Santos, Katherine V.
FILIPINO TO ENGLISH TRANSFER ERRORS IN
WRITING AMONG COLLEGE STUDENTS:
IMPLICATIONS FOR THE SENIOR HIGH SCHOOL
ENGLISH CURRICULUM
Manuel R. Tanpoco
De La Salle University, Manila, Philippines
Richard M. Rillo
Centro Escolar University
Ericson O. Alieto
Western Mindanao State University This study determined the types and extent of
transfer errors in the written compositions of the
student-respondents through Error Analysis (EA)

ACKGROUND and was found out to have been contaminated with

errors in grammar, lexical choice, semantics and
mechanics.
FILIPINO TO ENGLISH TRANSFER ERRORS IN
WRITING AMONG COLLEGE STUDENTS:
IMPLICATIONS FOR THE SENIOR HIGH SCHOOL
ENGLISH CURRICULUM
Manuel R. Tanpoco
De La Salle University, Manila, Philippines
Richard M. Rillo
Centro Escolar University
Ericson O. Alieto
This study made use of the descriptive
Western Mindanao State University

method content analysis because it deals

Method of with the analysis of errors in the written

discourse of the student-respondents.
Research
 FILIPINO TO ENGLISH TRANSFER ERRORS IN
WRITING AMONG COLLEGE STUDENTS:
IMPLICATIONS FOR THE SENIOR HIGH SCHOOL
ENGLISH CURRICULUM
Manuel R. Tanpoco
De La Salle University, Manila, Philippines
Richard M. Rillo
Centro Escolar University
Ericson O. Alieto
Western Mindanao State University

The respondents of the study were

freshman college students of health-
ESPONDENTSallied programs, who are speakers of
Filipino (Tagalog).
FILIPINO TO ENGLISH TRANSFER ERRORS IN
WRITING AMONG COLLEGE STUDENTS:
IMPLICATIONS FOR THE SENIOR HIGH SCHOOL
ENGLISH CURRICULUM
Manuel R. Tanpoco
De La Salle University, Manila, Philippines
Richard M. Rillo
Centro Escolar University
Grammatical errors were found to be most prevalent
Ericson O. Alieto
Western Mindanao State University
especially in verb, pronoun and preposition usage; the
other types of transfer errors such as lexical, semantics,
and mechanics do not show much problem; students

RESULTS
enrolled in different programs showed varying language
needs as revealed by the type and extent of occurrence
of transfer errors in their written compositions.
FILIPINO TO ENGLISH TRANSFER ERRORS IN
WRITING AMONG COLLEGE STUDENTS:
IMPLICATIONS FOR THE SENIOR HIGH SCHOOL
ENGLISH CURRICULUM
Manuel R. Tanpoco
De La Salle University, Manila, Philippines
Richard M. Rillo
Centro Escolar University
Ericson O. Alieto
Western Mindanao State University
Based on the findings, the following conclusions were
drawn:
1. Transfer errors from Filipino to English do occur in
writing among college students.

CONCLUS 2. The first year college students have only an average skill
in grammar.
3. Students’ language skills may vary according to the

ION course they are taking.

BulSU - Graduate School

HUMAN DISCUSSANTS:

LEARNIN Delos Santos, Katherine V.

Fernandez, Vanessa D.
GLORIA, Ma Nina Jesusa G

G
Principles of Language Teaching and
Learning
 THE ROLE OF
INTELLIGENCE IN
LEARNING ENGLISH AS A
FOREIGN LANGUAGE
Mousa Ghonchepour
Farhangiyan University, Tehran, Iran

Mahdiye Pakzad Moghaddam

Education Department, Kerman, Iran
ON “AUDIO-LINGUAL METHOD” AND
“COMMUNICATIVE LANGUAGE TEACHING
METHOD” IN
by HU QIN
FOREIGN LANGUAGE TEACHING
Published: 16 May 2019

The audiolingual method and the communicative language teaching

method are commonly used in foreign languages teaching. They are
based on different theories, but they complement each other in
teaching practice. This research compares and analyzes these two
teaching methods in the perspectives of linguistics and psychology
and elaborates the application in teaching practice. It is hoped that
this paper can provide references for the exploration and reform of
foreign languages teaching.

ABSTRACT
 COMPARATIVE ANALYSIS OF DESIGN
DIFFERENT CONTENT OF
PRACTICE
COMMUNICATIVE
THE AUDIOLINGUAL
• METHOD
mainly sentence-type, with mainly use the
basic knowledge of grammar, words and
other key points. The teacher arranges the
course content according to the
grammatical difficulty. These are the
lesson plans prepared by the teacher in
advance. Students are passively accepted
in the classroom
LANGUAGE TEACHING
• focuses on the meaning, function, and
communication activities.
• In the classroom, the teacher conducts
contextualized teaching, simulates the real
context, and encourages students to express their
ideas in English through some classroom
activities to achieve the purpose of
communication
 COMPARATIVE ANALYSIS OF DESIGN
DIFFERENT TRAINING
OBJECTIVES
COMMUNICATIVE
THE AUDIOLINGUAL
METHOD
• focus on whether the student can express
the target language without any error
• When students do drills, once the teacher
finds the student's mistake, he/she will
correct it immediately in order to achieve
the accurate pronunciation and
grammatical .
LANGUAGE TEACHING
• emphasize what the student expresses
• Teachers do not have to rush to correct errors.
• Language mistakes can be tolerated in
communicative approach for that it is inevitable when
people make natural speech.
• The communicative approach is more extensive in its
use, and its form is more diverse than that of
audiolingual method.
 COMPARATIVE ANALYSIS OF DESIGN
DIFFERENCES IN TEACHING
SUBJECTSCOMMUNICATIVE
THE AUDIOLINGUAL
METHOD
• teachers as the subject
• The teacher is not only the organizer in the
student learning process, but also
controller of the student when they learn
foreign language.
LANGUAGE TEACHING
• puts students in the subject position
• Teachers should start from the reality of students, and
mobilize the learning enthusiasm of students to ensure
the correct attitude of students in the process of
foreign language learning
 COMPARATIVE ANALYSIS OF THE
TEACHING PROCESS
THE AUDIOLINGUAL COMMUNICATIVE
METHOD LANGUAGE TEACHING
• teachers must first introduce new knowledge
• using the known language materials to develop
(mostly sentence patterns) to students, and then
communicative activities → introducing the language
guide students practice sentence patterns through
projects needed for more effective communicative
all kinds of pattern drills. International Journal of
activities → (if necessary) drills on individual
Liberal Arts and Social Science ISSN: 2307-924X
projects
www.ijlass.org 68 After continually practicing the
• using the known language materials to develop
formation of language habits, students choose
communicative activities → introducing the language
certain vocabulary and sentence patterns from the
projects needed for more effective communicative
knowledge they have learned to express and
activities → (if necessary) drills on individual
describe specific scenes, situations or events
projects
 THE COMPARATIVE ANALYSIS OF
ADVANTAGES AND LIMITATIONS
THE AUDIOLINGUAL
METHOD
ADVANTAGES LIMITATIONS
• (1) Emphasis on listening and speaking, advocating • (1) Over-emphasizing the development of students'
students to use foreign language for thinking; oral English ability, neglecting the cultivation of their
• (2) Paying great attention to the accuracy of students' literacy and communicative competence;
pronunciation; • (2) The practice of sentence structure is out of
• (3) Extensively using contrast method to compare context, one-sided emphasis on mechanical memory
foreign language and native language. On this basis, and imitation.
find the difficulty of foreign language learning;
• (4) Emphasis on the use of modern audio-visual means
or audio-visual teaching aids for teaching.
 THE COMPARATIVE ANALYSIS OF
ADVANTAGES AND LIMITATIONS
COMMUNICATIVE
ADVANTAGESLANGUAGE TEACHING
LIMITATIONS
• (1) Emphasize the ability to use language and pay
attention to the actual needs of students;
• (2) Encourage students to use improvised
language to express their fluency in a large
number of authentic language;
• (3) Intrinsic to stimulate students' learning
language motivation and enthusiasm for learning;
• (4) Emphasis on the student-centered teaching
philosophy and emphasis on the development of
communicative competence.
• (1) Overemphasize the cultivation of students' communicative
competence, ignoring their grasp of language accuracy so that
teachers can not find out whether the student acquire the foreign
language with right pronunciation and spelling;
• (2) The choice of communicative content is subjective and
arbitrary so that it may be quite difficult for teachers to determine
teaching contents that is suitable for every students in
communicative classroom;
• (3)This method puts out a pretty high request for foreign language
teachers in the communicative classroom, which will inevitably
worsen the phenomenon that is the lacking of teachers.
 As a foreign language teacher at the front line of teaching, we
must fully realize that there is no universal teaching method that
can adapt to various situations. We should be prepared to absorb
and use the most effective aspects of the various methods,
depending on our style, experience and ability, to adapt to the
various variables in the teaching, such as the age of the student,
the original foundation, the size of the class, the arrangement of
class hours and schedules, the influence of other disciplines and
activities, etc.

CONCLUSIO
 • to learn foreign language teaching methods is
to combine theories with practice and to seek
truth from facts.
• teachers must carefully study the theories of
foreign language teaching methods, compare
different teaching methods and processes, and
master a variety of measures and means

CONCLUSIO