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AUDIOLINGUALISM 81672_1-Audio_lingual_method - Coggle Diagram
AUDIOLINGUALISM
ASMA ARIFAH ABUSENIE (18BE01002)
PRINCIPLES FEATURES
Drills are used to teach structural patterns
Try not to mix the L1 and L2 so interference does not occur
Teachers are used as role models for the language. Students will mimic the correct form.
Focus is on pronunciation
Correct errors immediately. Do not allow bad habits to develop.
Substitution drills help students understand how language works.
Positive reinforcement is good for changing habits.
Verbal, and non verbal ( flashcards, pictures) stimuli are used in class.
Students learn to answer automatically, without thinking first.
Grammar structures come first, vocabulary will follow.
Rules will be induced from using examples.
Follow the natural order that children do when language learning; listening, speaking,reading then writing.
The teacher has a responsibility to teach the culture of the target language users.
Use dialogue when teaching the language to students
Emphasis on certain practice techniques such as mimicry, memorisation and pattern drills
NURUL AZIRA BINTI HAIRUDDIN(18BE01026)
A sample lesson using the method to teach
https://www.youtube.com/watch?v=xJ7EVS70b-U
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INFLECTION:
Teacher: I ate the sandwich.
Student: I ate the sandwiches.
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REPLACEMENT:
Teacher: He bought the car for half-price.
Student: He bought it for half-price.
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RESTATEMENT:
Teacher: Tell me not to smoke so often. Student: Don't smoke so often!
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COMPLETION
Teacher: I will go my way and you go…..
Student: I will go my way and you yours.
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REPITITION
Teacher: This is the seventh month.
Student: This is the seventh month.
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CONTRACTION
Put your hands on the table.
Put your hands there.
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TRANSFORMATION
He knows my address.
He does not know my address.
Does he know my address?
He used to know my address.
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INTEGRATION
They must be honest. This is important.
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Students:
There's a book on the chair
Teacher
: On the chair
Students
: There's a book on the table
Teache
r: Book
Students:
There's a spoon on the table
Teacher
: Spoon
Students:
There's a cup on the table
“
Teacher
: There's a cup on the table ... repeat
Nur Alyaa Qamariah (17BE01050)
HOW GRAMMAR IS TAUGHT
1. REPETITION
Students repeats an utterances aloud as soon as they heard it
They does this without looking at the printed text
The utterance must be brief, so that student can retain them and repeat it
After they repeats, teacher may add two words and so on
2. INFLECTION
One word in an utterance appears in another form when repeated
3. REPLACEMENT
One word in an utterance is replaced by another
4. RESTATEMENT
Student rephrases an utterance and addresses it to someone else, according to the instruction
5. COMPLETION
Student shear an utterance that is complete except on word, then they repeats the utterance in complete form
For example: I will go my way and you yours
6. CONTRACTION
A single word stands for a phrase or a clause
7. TRANSFORMATION
A sentence is transform by being made negative or interrogative or through changes in tense, mood, voice, aspect or modality
8. INTEGRATION
Two separate utterances are integrated into one
OBJECTIVE
HUMAIDI BIN ABDUL MUTALIB
To ensure accurate pronunciation and grammar in speaking situation
To enhance the ability to respond more quickly and accurate in speech situation
To build sufficient vocabulary knowledge to use with grammar patterns.
To develop target language skills without referencing to the mother tongue
Priority are given towards
listening
and
speaking
