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The audiolingual method - Coggle Diagram
The audiolingual method
ORIGIN
With the outbreak of World War II armies needed to become orally proficient in the languages of their allies and enemies as quickly as possible. This teaching technique was initially called the Army Method, and was the first to be based on linguistic theory and behavioral psychology. It is also called the Aural oral approach.
The Audio-lingual Method 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.
Based on Skinner’s Behaviorism theory, it assumed that a human being can be trained using a system of reinforcement. Correct behaviour receives positive feedback, while errors receive negative feedback.
Modern Usage
The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher’s point of view, and the learner always knows what to expect.
The objective of the audiolingual method is accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns.
Advantages
It aims at developing listening and speaking skills which is a step away from the Grammar translation method
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Disadvantages
The method is based on false assumptions about language. The study of language doesn’t amount to studying the “parole”, the observable data. Mastering a language relies on acquiring the rules underlying language performance. That is, the linguistic, sociolinguistic, and discourse competences.
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Characteristics
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mistakes are bad and should be avoided, as they are considered bad habits.
language skills are learned more effectively if they are presented orally first, then in written form.
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