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The Audiolingual Method - Coggle Diagram
The Audiolingual Method
Approach
Theory of Language
Elements in a language were thought linearly in a rule-govern
Linguistic levels were pyramidally structured
Phonemic systems
morphemic systems
Higher-level systems of phrases, clauses, and sentences
Theory of Learning
Behavioural psychology influenced Audiolingualism
Stimulus
What is taught
Response
The learner’s reaction to the stimulus
Reinforcement
Praise of the teacher or
self-satisfaction of target language use
Psychological foundations of Audiolingualism
Mechanical habit formation.
Language skills are learned more effectively in spoken form. Language must be learned in linguistic and cultural context
Background
US in the World War II.
Army specialized training program (ASTP). Bloomfield and the “informant method” (10 hours a day, 6 days a week)
The first Russian satellite in 1957.
The National Defense Education Act (1958) provided funds for the study and analysis of modern languages.
Audiolingualism (the term was coined by Professor Nelson Brooks in 1964)
Between the two World Wars.
Direct Method approach. Reading-based approach. Reading-oral approach
Design
Objectives
Short-range
Listening, pronunciation, recognition, and writing
Long-range
"Language as the native speaker uses it"
Oral proficiency
The syllabus
Linguistic syllabus
Phonology, Morphology, and syntax
Lexical syllabus
Listening
Reading and writing
Minimize mistakes
Types of learning and teaching activities
Correct pronunciation, stress, rhythm, and intonation
Specific grammatical patterns
Dialogues and drills
Drills
Repetition, inflection, replacement, restatement, completion, transposition, expansion, contraction, transformation, integration, rejoinder, restoration.
Learner roles
Reactive role
Teacher roles
Teacher-dominated method
The role of instructional materials
It's not used in the elementary phases
It contains dialogues, drills, and other practice activities
Language laboratory
Procedure
Oral approach to language teaching
Modeling of all learning by the teacher
Ear and tongue training without graphic symbols
Focus instruction
The target language is the medium of instruction
Little grammatical explanation
Students listen to a model dialogue from the teacher or from the tape.
Students repeat the dialogue individually or in chorus.
Dialogue is adapted to the interests of students
The key structures of the dialogue are selected and used to perform exercises of different types.
The decline of Audiolingualism
In 1960, audiolingualism was applied for
Foreign language teaching in the United States
English as a second or foreign language
Criticism of Audiolingualism
it is not solid in terms of language theory and learning theory.
Boring and unsatisfactory audiolingualism procedure
Practice, learning, and memorization lead to language-like behaviors
but do not result in language proficiency
Conclusion
Language learning can be formally organized to maximize the effectiveness of teaching and learning
There are similarities between Situational Language Teaching and Audiolinguism
Accuracy through exercise and practice of the basic structures of the target language
Names
Mayra Chasiluisa, Gabriela Chuquitarco, and Joel Sarabia