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will discuss about audio lingual methods, well today we will discuss and get to
know more in what is an audio lingual method. Well here are examples of papers
on audio lingual methods.
THE AUDIOLINGUAL
METHOD
Definition:
The audio lingual method is a method
for foreign language teaching which emphasizes the teaching of listening and
speaking before reading and writing. It uses dialogues as the main form of
language presentation and drills as the main training techniques. Mother tongue
is discouraged in the classroom.
Background
The
audio lingual method was developed in the U.S during the worlds war II. At that
time, the U.S. government found it a great necessity to set up a special
language personnel. Therefore, the government commissioned American
universities to develop foreign language program for military personnel.
Thus
the Army specialized Training Program (ASTP) was established in 1942. the
objectives of the army program was for students to attain conversational
proficiency in a variety of foreign languages. The method used was known as the
“informant method”, since it used a native speakers of the language, the
informant, and a linguist. The informant served as a source of language for
imitation, and the linguist supervised the learning experience. The intensive
system adopted by the army achieved excellent results.
I.
APPROACH
Theory of language: structural linguistics
• Structural linguistics influenced audiolingualism.
• Elements in a language are linearly produced in a rule governed
way.
• Linguistic levels are pyramidally structured.
Theory of Learning: Behaviourism.
Behavioral psychology influenced Audio lingualism. Behaviourists believe
that human are organisms capable of learning many behaviours. It depends on
three elements:
1) Stimulus: Bring out behaviours.
2) Response: Triggered by the stimulus.
3) Reinforcement: Marks the response as being appropriate or not
and encourages repetition which is vital in the learning process.
II.
DESIGN
Ø Objectives
Brooks distinguishes between short
range and long-range objectives in an audiolingual program. The short-range
objectives include listening comprehension, Accurate pronunciation, recognition
of speech symbols as graphic sign on printed page, and ability to reproduce
these symbols in writing (Books,1964: 111). And long-range objectives is the
ability to use language as the native speaker use it. It means that focuses on
oral skill with gradual links to other skills as learning development.
Ø The Syllabus
Audiolingualism is a linguistic or
structure-based approach to language teaching. There are two point of this,
First, The linguistic syllabus contains key items of phonology, morphology, and
syntax of the language arranged according to their order of presentation. These
may have been derived in part from a contrastive analysis of the differences
between the native tongue and the target tongue, since the differences are
thought to be the cause of the major difficulties the learner will encounter.
And the second, The lexical syllabus of basic vocabulary.
Ø The Type of Learning
Dialogues and drills form the basis
of audiolingual classroom practices. Dialogues provides the means of
contextualizing key structures and illustrate in which structures situation
might be used as well as some cultural aspects of the target language.
Dialogues are used repetition and memorization. Correct pronunciation, stress,
rhythm, and intonation are emphasized. Dialogs memorization or short
conversation between two people are often used to begin a new lesson. Students
memorize the dialog through mimicry; student usually take the role of one
person in the dialog and the teacher the other. After students have learned the
one person’s lines, they switch roles and memorize the other person’s parts.
In Audio-Lingual Method, certain
patterns and grammar points are included within the dialogs. Later these
practice in drills based on the lines of the dialogues.
1. Repetition Drill
The students repeat an utterance
aloud as soon as he has heard it. They do this without looking at a printed
text. The utterance must be brief enough to be retained by the ear.
Example: This is the seventh month.
– This is the seventh month.
After the student repeated an utterance, he may repeat it again and
add a few words, then repeat that whole utterance and more words.
Example:
I used to know him. – i used to know
him.
I used to know him years ago. – I used to know him years ago when when
we were in school…
2. Inflection
one word in utterance appears in
another form when repeated.
Examples:
I bought the ticket. – I bought the
ticket.
He bought the candy. – he bought the
candy
I called the young man. – I called
the young men…
3. Replacement.
One word in an utterance is replaced by another.
Example:
He
bought this house cheap. – He bought it cheap.
Helen left early. – She left early.
They gave their boss a watch. – They gave him a watch…
4. 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.
5. 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’ll go
my way and you go yours.
6. Transposition
A change in word order is necessary when a word is added.
Example: I’m hungry. – So am I.
7. Expansion
When a word is added it takes a certain place in the sequence.
Examples:
I know him. (hardly). –I hardly know
him.
I know him (well). –I him well...
8. Contraction
A single word stands for a phrase or clause
Examples:
Put your hand on the table. –put
your hand there
They believe that the earth is flat.
-They believe it...
9. Transformation
A sentence is transformed by being made negative or interrogative
or through changes in tense, mood, voice, aspect, or modality.
Examples:
He knows my address.
He doesn’t know my address.
Does he know my address?
He used to know my address.
If he had known my address.
10. Integration
Two separate utterances are integrated into one.
Examples:
They must be honest. This is important. -It is important that they
be honest. I know that man. He is looking for you. –I know the man who is
looking for you...
11. Rejoinder
The
student makes an appropriate rejoinder to a given utterance. He is told advance
to respond in one of the following ways:
Be
polite
Answer
the question
Agree
Agree emphatically
Express surprise
Express regret
Disagree
Disagree emphatically
Question what is said
Fail to understand
BE POLITE
Examples:
Thank you. -You’re welcome
May I take one? –Certainly
ANSWER THE QUESTION
Examples:
What is your name? –My name is
Smith.
Where did it happen? –In the middle
of the street.
AGREE EXAMPLES
Examples:
He’s following us. –I think you’re
right
This is good coffee. –It’s very good
12. Restoration
The student is
given a sequence of words that have been culled from a sentence but still bear
its basic meaning. He uses these words with a minimum of changes and additions
to restore the sentence to its original form. He may be told whether the time
is present, past, or future.
Examples:
Students/waiting/bus –The students
are waiting for the bus
Boys/build/house/tree –The boys
built a house in a tree....
Ø The Learner Roles
Student are imitators of the
teacher’s model or the tape teacher supplies of model speaker. They follow the
teacher’s directions and respond as accurately and as rapidly as possibly. They
can be directed by skill training techniques to produce correct response. with behaviorist
learning theories, teaching focuses on the external manifestation of learning
rather than on the internal processes. Learners play a reactive by responding
the stimuli and thus have little control over the content, pace, or the style
of learning.
Ø The Teacher Roles
Teacher’s roles are central and
active, also model of the target language, and controls the process of
learning, monitors and controls the learner’s performance. The teacher must
keep learner attentive by varying drills and tasks and choosing relevant
situations to practice structures. The teacher is like an orchestra leader,
directing and controlling the language behavior of her students with a good
model speakers.
Ø The Teacher of Instructional
Material
Assisting teacher to develop language
mastery in the learner. They are primarily teacher oriented. Tape recorder and
audiovisual equipment have the central role in this method. A tape lesson may
first present a dialogue for listening practice, allow for the student to
repeat the sentences in the dialogue line by line, and provide follow-up
fluency drills on grammar or pronunciation.
III.
PROCEDURE
Audiolingualism is
primarily an oral approach to language teaching, it is not surprising that the process of teaching involves extensive oral instruction.
The focus of instruction is on immediate
and accurate speech, there is little provision for grammatical explanation or talking about the language is used as the medium of
instruction, and translation or use of the native tongue is discouraged. Classes of ten or less
are considered optimal, although larger classes are often the norm. Brooks lists the
following procedures should adopt in using the Audiolingual Method:
1. The modeling of all learnings by the teacher
2. The subordination of the mother tongue to the second
language by rendering English inactive while the new language is being learned
3. The early and continued training of the ear and
tongue without recourse to graphic symbols
4. The gradual substitution of graphic symbols for
sounds after sounds are thoroughly known
5. The summarizing of the main principles of structure
for the student’s use when the structures are already familiar, especially when
they differ from those of the mother tongue
6. The shortening of the time span between a
performance and the pronouncement of its rightness or wrongness, without
interrupting the response. This enhances the factor of reinforcement in
learning
7. The minimizing of vocabulary until all common
structures have been learned.
8. The study of vocabulary only in context
9. Sustained practice in the use of the language only in
the molecular form of speaker hearer-situation
10. Practice in translation only as a literary exercise
at an advanced level
In a typical
audiolingual lesson the following procedures would be observed:
1.
Student first
hear a model dialogue (either read by the teacher or on tape) containing the
key structures that are the focus of the lesson. They repeat each line of the
dialogue, individually and in chorus. The teacher pays attention to
pronunciation, intonation and fluency. Correction of mistakes of pronunciation
or grammar is direct and immediate. The dialogue is memorized gradually, line
by line. A line may be broken down into several phrases if necessary. The
dialogue is read aloud in chorus, one half saying one speaker’s part and the
other half responding. The students do not consult their book throughout this
phase.
2.
The dialogue is
adapted to the students’ interest or situation, through changing certain key
words or phrases. This is acted out by the students.
3.
Certain key
structures from the dialogue are selected and used as the basis for pattern
drills of different kinds. There are first practiced in chorus and then
individually. Some grammatical explanation may be offered at this point, but
this is kept to an absolute minimum.
4.
The students may
refer to their textbook, and follow-up reading, writing, or vocabulary
activities based on the dialogue may be introduced. At the beginning level,
writing is purely imitative and consist of little more than copying out
sentences that have been practiced. As proficiency increases, students may
write out variations of structural items they have practiced or write short
compositions on given topics with the help of framing questions, which will
guide their use of the language.
5.
Follow-up
activities may take place in the language laboratory, where further dialogue
and drill work is carried out.
IV.
STRENGTH AND WEAKNESS
Strength
-
Developing the
separation of the language skills
-
Students are
able to speak the target language communicatively
-
Students have no
difficulties in understanding the lesson as it is carried out in the mother
tongue
-
Students are
able to provide a correct response directly
Weakness
-
Teacher-oriented
materials. All the process depends on the teacher
-
Students play a
passive role in the classroom
-
Little attention
is paid to content
-
Process of
learning emphasize on speaking
-
It’s not useful
for reading skills development
V.
REFERENCES
Richards,
Jack C & Theodore S. Rodgers. Approaches
and Methods in Language Teaching.
Cambridge University press: USA. 1999: (44-63)
Larsen,
Diane-Freeman. Techniques and Principles
in Language Teaching. Oxford University press: UK. 2008: (35-51)
Sonia,
Purin. Tesol Methodology. http://runningmanjihyo.blogspot.co.id/2014/11/the-audio-lingual-method.html.
30 Oktober 2017
OK guys, that's the discussion paper about lingual
audio method. hopefully the future of this paper can help you in the learning
process to recognize the variety of learning methods commonly used in the
learning process. THANK YOU :)
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