The audio lingual method
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The Audio-Lingual Method. Background. Started after II WW, USA. In II WW, due to the Pearl Harbour Event, America had been involved into world conflicts. There were the needs for different languages specialists in the army. First used in National Defense Language College, USA. Language.

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Background l.jpg
Background

  • Started after II WW, USA.

  • In II WW, due to the Pearl Harbour Event, America had been involved into world conflicts.

  • There were the needs for different languages specialists in the army.

  • First used in National Defense Language College, USA.


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Language

  • Charles Fries of the Uni. Of Michigan led the way in applying principles from structural linguistics in developing the method. (Language is consisted with phonetics, lexicon, patterns, syntax)

  • Later on, behavioral psychology (Skinner 1904-1990) were incorporated. (stimuli – response-shaping- reinforcement-habit foeming)

  • Learners could overcome the habits of native language and form the new habits of target language.


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Teaching

  • An oral-based approach.

  • Attentively listening.

  • Memorize the dialogue (conversation).

  • Instructions are in target language.

  • Using tape/CD/DVD player and language labs.


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Teaching Procedure.1 (example)

  • Listen (more than once) to a conversation.

  • Have class repeat each line. (several times)

  • Use backward build-up drill.

  • Ss adopt the role of the conversation and dialogue with the teacher.

  • Repetition drill- mimic the teacher’s model.

  • Chain drill- 1/ Ss have opportunities to say his/her lines. 2/ let Ss use expression to communicate.


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Teaching Procedure.2 (example)

  • Substitute drill- Use the cue.

  • Transformation drill- e.g. change affirmative sentences to negative sentences; active- passive

  • Through actions and examples, Ss have learned to answer Qs following for the pattern T modeled.


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Backward build-up drill

T: Repeat after me: post office.

C: Post office.

T: To the post office.

C: To the post office.

T: Going to the post office.

C: Going to the post office.

T: I’m going to the post office.

C: I’m going to the post office.


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Substitute drill- Use the cue.

  • Reciting the line from the dialogue,

    ‘I’m going to the post office.’

    1. single-slot substitution drill:

    T shows the picture of the bank and says, ‘the bank’ (cue), pause, then says, ‘I’m going to the bank.’

    2. multiple-slot substitution drill:

    T: ‘she’

    S: ‘She is going to the post office.’

    T: ‘ to the park’

    S: ‘She is going to the park.’


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Transformation drill

T: ‘They are going to the bank.’

C: ‘Are they going to the bank?’

T: ‘Are you going to the library?’ (show the picture)

C: ‘Yes, I’m going to the library.’


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Activities

  • Dialogue

  • Pattern drills

  • Application activities


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Principles (1)

  • Use target language- Ss native lang. should interferes as little as possible with Ss attempts to acquire the target lang.

  • Modeling- teacher’s role as the model of the target lang. (Be a good model!)

  • Ss repeat the dialogue- lang. learning is a process of habit formation.

  • Errors corrected immediately to prevent forming a bad habit.


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Principles (2)

  • Single/multiple-slot drills- learn parts of speech.

  • Spoken/picture cues- Ss should learn verbal/non verbal stimuli.

  • Transformation/Q&A drills- Pattern practice enable Ss to form habits.

  • T poses the Qs rapidly- Ss learn to answer automatically without thinking.


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Principles (3)

  • Limited vocabulary is introduced-acquire structure pattern and then vocabulary.

  • No grammar rules- the rules will figured out from examples

  • Contrastive analysis- to overcome the Ss habits of their native lang.

  • Limited written work- like natural order of learning native lang.; listening, speaking, reading, writing.

  • Culture game- lang. is not only literature, but also the everyday behavior.


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