Audio-Lingual Method

History

Widely used in U.S. in the 50’s and 60’s. Got its origins during WWII when it

became known as the Army method. It was developed as a reaction to the Grammar Translation Method of teaching Foreign Language.

The Audio-Lingual Method was made because the Grammar Translation Method took too long.

Theory of Language

Behaviorism Includes the following principles:

Language learning is a habit formationMistakes are bad and should be avoidedLanguage skills are learned more effectively

if they are presented orally first, then in writing.

Based on the following principles: Speaking and listening precede reading and writing. Development of language skills is a matter of habit

formation. Students practice drills until response is automatic. Taught using repetitive drills. Emphasis on having students produce error free

utterance. Only everyday vocabulary and sentences are taught. The printed word must be kept away as long as

possible.

Objectives for Audio-lingual Method Accurate pronunciation and grammar Ability to respond quickly and accurately

in speech situations. Knowledge of sufficient vocabulary to

use with grammar patterns.

Types of Learning Techniques Oral-Based Approach Teacher-Centered Dialogs Drill Said to result in rapid acquisition of

speaking and listening skills. Drills students in the use of grammatical

sentence patterns.

Teaching Process Presentation-Practice-Application Presentation

Oral, dialog, little explanation, L1 discouraged, errors corrected, accurate repetition and memorization of dialog as a goal of this stage.

PracticePattern drills, mastery of structure, fluency

emphasized. Application

Use of structure in different contexts.

Typical Procedure Students hear a model dialog Students repeat each line of the dialog Certain key words or phrases may be

changed in the dialog. Key structures from the dialog serve as

the basis for pattern drills of different kinds.

The students practice substitutions in the patterns drills.

Strategies that are Used:

Dialog Memorization Backwards Build Up Transformation Drill Complete the Dialog Dictation Flashcards Chain Drill Alphabet Game

Advantages

Aims at developing listening and speaking skills.

Students are able to learn to communicate sooner in basic conversations.

Disadvantages Believes that students native language patterns

interfere with the learning of a 2nd language and use of 1st language should be minimized.

Does not emphasize on using language or vocabulary to create meaning.

Does not have recognition of errors as a useful part of language learning

Does not allow student interaction with native speakers. No explanation of grammar rules. Banishes all forms of language processing that help

students sort out new language information in their own minds.

The Natural Approach

Theory of Language

The Communicative ViewEmphasis is laid on language as a set of

messages that can be understood.

Objectives for Natural Approach Designed to help beginners become

intermediate Designed to depend on learners needs.

Conditions to making the Natural Approach Successful Comprehensible input is provided- messages are

made meaningful and understandable to the learner

There is a low-affective filter- students are made to feel comfortable and there is little pressure to learn everything all at once.

Students are rarely corrected because meaning is more important.

Can use their native language along with their target language during the beginning stages.

Appropriate Classroom Condition Use visuals that reinforce written and

spoken words Use gestures Adjust speech Stress high frequency vocabulary words Use very few idioms Stress participatory learning Maintain low anxiety level

4 Stages of Language Development

Pre-Production Early Production Speech Emergence Intermediate Fluency

Pre-Production 10 hours to 6 months of exposure to English. 500 Receptive words Believes in silent period. Teacher is doing 90% of the talking and the students

are responding non-verbally. Teacher is using body language and facial

expressions to make speech more comprehensible. Teacher is modeling rather than verbally explaining. Ells can participate during lessons but teacher must

constantly be checking for comprehension.

Early Production 3 months to 1 year of exposure to English Students are starting to develop BICS 1,000 receptive words Can now begin to produce some language

in the form of 1-2 word responses. Students can answer questions (yes/no,

what, who, and where) Can now communicate with their peers in

small groups.

Speech Emergence 1-3 years of exposure to English 7,000 receptive words. Ells development of proficiency increases

exponentially. They use phrases and sentences. Can now answer how and why questions. Can now participate in a variety of teaching

strategies (songs, chants, predictions, describe, problem solving). However, teachers must still provide additional support.

Intermediate Fluency 3-4 years of exposure to English 12,000 receptive words. Begins to develop CALPS They have gone beyond speaking in phrases and

simple sentences. They can answer complex questions that require

them to evaluate information. Continue to need additional support until CALPS is

developed. Care must be taken to provide contextual support as

well as to assess and build background knowledge.

Strategies Pre-Speech

Teacher SaysFind the PictureShoebox English

Early LanguagePicture StudyName Activities

Extending Language ProductionOpen-Ended SentencesOpen Dialog

Advantages Students are surrounded by the target language

which helps with learning the new language. Students are involved in natural communication

interactions with native speakers which helps build vocabulary and sentence structures.

Students are able to learn the target language at their own pace.

Students are involved in the classroom from the beginning.

Teacher are constantly assessing student comprehension and using comprehensible input to make information understandable.

Disadvantages

Have trouble expressing themselves when they feel they want to speak up in the beginning stages.

It is hard to manage a class when students start to speak the language at different times.

Which method do you think would be most beneficial to English Language Learners?

Resources http://www.sil.org/lingualinks/languagelearning/waystoapproachlang

uagelearning/TheAudioLingualMethod.htm http://www.saskschools.ca/curr_content/hutt/esl/amtheory.htm http://www.saskschools.ca/curr_content/hutt/esl/almstrat.htm http://www.auburn.edu/~nunnath/engl6240/alm.html http://ezinearticles.com/?The-Audio-Lingual-Method&id=4373811 http://www.tcnj.edu/~eslsla/Methodologies/Audiolingual.html http://agusr-educationasthelastdefence.blogspot.com/2010/05/

audiolingual-method.html http://en.academic.ru/dic.nsf/enwiki/2315201 http://www.sil.org/lingualinks/languagelearning/

waystoapproachlanguagelearning/thenaturalapproach.htm http://tapestry.usf.edu/Nutta/data/content/docs1/

NaturalApproachNarrative.pdf http://www.saskschools.ca/curr_content/hutt/esl/nastrat.htm