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Ch4. The Audiolingual Method. Techniques and Principles in ELT - Coggle…
Ch4. The Audiolingual Method. Techniques and Principles in ELT
Larsen Freeman (2011) The Audiolingual Method. Techniques and Principles in ELT. (3rd Edition) Oxford University Press.
By Ivan Castillo Peña
Goals
Teachers want their students to be able to use the target language communicatively. In order to do this, they believe students need to overlearn the target language, to learn to use it automatically without stopping to think.
Their students achieve this by forming new habits in the target language and overcoming the old habits of their native language.
Teacher role
Student errors are to be avoided if at all possible, through the teacher’s awareness of where the students will have difficulty, and restriction of what they are taught to say.
One of the language teacher’s major roles is that of a model of the target language. Teachers should provide students with an accurate model. By listening to how it is supposed to sound, students should be able to mimic the model.
The teacher is like an orchestra leader, directing and controlling the language behavior of her students. She is also responsible for providing her students with a good model for imitation.
The teacher should be like an orchestra leader—conducting, guiding, and controlling the students’ behavior in the target language.
Student Role
Student errors are to be avoided if at all possible, through the teacher’s awareness of where the students will have difficulty, and restriction of what they are taught to say.
Students should learn to respond to both verbal and nonverbal stimuli.
There is student-to-student interaction in chain drills or when students take different roles in dialogues, but this interaction is teacher-directed. Most of the interaction is between teacher and students and is initiated by the teacher.
Students should ‘overlearn,’ i.e. learn to answer automatically without stopping to think.
Students are imitators of the teacher’s model or the tapes she supplies of model speakers. They follow the teacher’s directions and respond as accurately and as rapidly as possible.
Evaluation
Is each question on the test would focus on only one point of the language at a time.
Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence.
Characteristics
New vocabulary and structural patterns are presented through dialogues. The dialogues are learned through imitation and repetition.
Drills (such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are conducted based upon the patterns present in the dialogue. Students’successful responses are positively reinforced.
Grammar is induced from the examples given; explicit grammar rules are not provided.
Cultural information is contextualized in the dialogues or presented by the teacher. Students’ reading and written work is based upon the oral work they did earlier.