THEAUDIOLINGUA

L METHOD

By Teachers Claudia M and Paula B

ORIGINS

USA- 1950- technologies- Soviet Union- satellite.

USA- major power- foreign students. Rethink the Direct Method. Fries and his group in Michigan –materials

based on behaviorism (Skinner)- emerged the audio lingual method.

““They require drill, drill, and more drill, and only enough vocabulary to make such drills possible" (Hockett 1959).

The need to learn a foreign language – foreign correspondents.

After the war- technology rush- foreign students at US Universities.

WORLD WAR II

BEHAVIORISM

By Vera Menezes, 2004. Our translation.

“the behavioral psychology is a theory of learning based on the idea that all behaviors are acquired through conditioning that occurs with the interaction with the environment. “

stimulus, response and reinforcement. It is a method seen as a habit formation using the memorization and the learning through dialogs and drills,

DEFINITION

FEATURES

Foreign language learning is a process of mechanical habit;

Good habits are acquired by giving correct responses rather than by making mistakes;

Memorizing dialogues minimizes mistakes;

The target language is presented in the oral form first, prior to its written form;

FEATURES

Explanation is not given until the learners have practiced the language in a variety of contexts;

Drills can enable learners to form a correct analogy;

Grammar approach is inductive;

A FEW TYPES OF ACTIVITIES

Repetition: I know him- I know him.

Inflection: She bought the doll.- She bought the dolls.

Replacement: Paul drinks water- Paul drinks wine.

Completion: I have my book and you… I have my book and you have yours.

TEACHER- CENTERED- METHOD

central and active. The teacher must provide the model pronunciation of the words, so if the teacher is not a native speaker of the target language, s/he should use a tape recorder.

Learners are guided to produce responses. The method focuses on the external process of learning. Learners are reacting to stimuli and are not encourage to initiate interaction, because it may lead to mistakes.

TEACHERS´ ROLE LEARNERS´ ROLE

In Italian for a more realistic impact of the method.

LET´S PRACTICE

AN ITALIAN CLASS IN THE AUDIOLINGUAL

METHOD VERBI

Mangiare – comerBere – beber

VOCABULARI  pasta – massa succo - suco frutta – fruta acqua - água riso – arroz

EXPRESSIONI Buon giorno – Bom

dia Buona sera – Boa

noite (chegada) Buona notte – Boa

noite (saída)  GRAMATICA  Io mangio pasta Lei mangia frutta. Io bevo succo. Lei non beve birra.

DRILLS VERBI Mangiare Io mangio/Lei mangia  Bere Io bevo/Lei beve  VOCABULARI Presentare il vocabolario Ripetere  Mangiare/Io mangio/pasta/frutta Lei mangia/riso/carne/pasta  

REFERENCES

Menezes, Vera. Ensino de vocabulário. Access 27/01/2011 www.veramenezes.com/vocabulário.

PAIVA, V.L.M.O Ensino de vocabulário.In: DUTRA, D.P & MELLO, H. A gramática e o vocabulário no ensino de inglês: novas perspectivas. Belo Horizonte: Faculdade de Letras/UFMG, 2004.

Richards, Jack C., Renandya, Willy A., Methodology in Language Teaching. An Anthology of Current Practice. Cambridge University Press.2002. Acessado em 27/01/2011 www.books.google.com

 http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm http://mail.udgvirtual.udg.mx/biblioteca/bitstream/123456789/1435/1/

The_Audiolingual_Method.pdf Richards, J. C. and Rodgers, T.S. Approaches and Methods in laneuaee teachin~. C.U.P., pp. 44 Richards, J.C. y T.S. Rodgers (1987). The Audiolingual Method. En Approaches and Methods in language teaching (pp. 44-63). Reino Unido: Cambridge

University Press. Fernandes, José Adjailson Uchôa. Representações de aluno e professor: o método audiovisual

para o ensino de inglês como LE. USP, 2004. http://stoa.usp.br/zeuchoa/files/161/478 access31/01/2011.

 GOOGLE IMAGES 2011.