Seminar on Language Teaching-ALM
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Transcript of Seminar on Language Teaching-ALM
THE AUDIOLINGUAL METHODSeminar on Language Teaching
Group Presentation
1. Desi Yanita K22080172. Zara Firsty Meutia K22080233. Jarmianik K22080374. Siti Fathonah W. K2208047
Content of Presentation
BackgroundApproach, Design, & ProcedureThe Weakness & StrengthThe Decline of ALMThe Application in Language Classroom
Background
• The entry of the United States into World
War II
• ASTP (the Army Specialized Training
Program)
• Student exchange
Approach
• A language is a set of habits … teach the
language not about the language … a
language is what its native speakers say,
not what someone thinks they ought to
say… language are different (quoted in
Rivers 1964: 5)
Theory of language
• Language is seen a system of related
elements. The mastery of the system is
the mastery of the language
• Each language is seen to have its own
unique system
Theory of language learning
• Learning as behavioral psychology
• The occurrence of these behavior is dependent
upon three crucial element in learning:
a. Stimulus
b. Response
c. Reinforcement
• Foreign language learning is basically a process of
mechanical habit formation
• Language skills are learned more effectively if the items to
be learned in the target language are presented in spoken
form
• Analogy provides a better foundation for language learning
than analysis
• The meaning that the words of language have for the
native speaker can be learned only in linguistic and
cultural context and not in isolation
Design
DESIGN Objectives
Types of learning
& teaching activities
Syllabus
Learner Roles;
Teacher Roles; & Role of
instructional
materials
Short-Term
Control of structure: sound, form, order
Acquaintance with vocabulary
Meaning
OBJECTIVES
Accuracy
Major phonological features of the target language
Fluency
• Use of key grammatical patterns
Sufficient Vocabulary
Focus: oral / speaking skill;depending on:
Objective Cont’d
• accurate pronunciation and grammar
• ability to respond quickly and accurately in
speech situation
• knowledge of sufficient vocabulary to use with
grammar patterns.
SYLLABUS
Linguistic syllabus
phonology
morphology
syntax
Language skills are taught in
order:
-Listening-Speaking-Reading
-Writing
L-S-R-W
DIALOGUES
Contextualizing key structures; illustrate situationsRepetition; memorization
DRILLS
TYPES OF LEARNING & TEACHING ACTIVITIES
Learner
Reactive responding to stimuli
Little control over content, pace, & style of learning
LEARNER & TEACHER ROLES
• Teacher-oriented• Central roles: Language lab, tape-
recorders, & audio-visual equipments
ROLE OF INSTRUCTIONAL MATERIALS
Pronunciation
Presentation (new structure /
vocabulary) Reading
Procedure
Application of ALM in Teaching
• Student’s correct imitation
• No explicit grammar instruction
• Correct output and pronunciation
• The use of target language only
• Drilling is emphasized
Teaching process.....
• Presentation
Dialogue
Little explanation
L1 discouraged
Errors correction
Emphasis on accuracy
Accurate repetition
Dialogue memorization
• Practice
Pattern drills
Structure mastery
Emaphasis on fluency
• Application-----use of structure in different
contecxt
Principles.....
• L-S-R-W
• Language skill=habit formation
• Drilling
• Structure pattern-----repetitive drill
• Error free utterance
• Kinesthetic learning style
• Daily vocabulary and sentences
• No printed words
STRATEGIES USING AUDIO-LINGUAL METHOD
• Dialogue memorization
• Backward build up
• Transformation drill
• Complete the dialogue
• Dictation
• Flashcard
• Chain drill
• Alphabet drill
Using Audio-ligual Method...(Teacher’s consideration)
• The produced sentences are similar to practiced patterns.
• Rapid drilling
• Ignoring pronunciation error in grammar practice section
• Using hand motion
• Using normal English stress and intonation
• Meaningful drilling
• drillling+alternative activity
• Do not stand in one place.
The decline of Audio-lingual Method
1. The theoretical foundations of Audiolingualism
were attacked as being unsound in terms of
both language theory and learning theory.
2. Practitioners found that the practical results fell
short of expectations
3. Several alternative method proposals appeared
in the 1970s
AUDIOLINGUALISM (50’S) NEW PARADIGM (60’s):CHOMSKY, INNATISM
Behaviourism is attackedSkinner’s ideas are criticised.Mechanic learning is rejected.
Chomsky’s innatist positionLearning= making & testing hypotheses.Cognitive theory (mental processes)
Structuralism begins to loseimportance during the 60’s.Language is a habit structure.
Chomsky’s transformational generativegrammarLanguage is not a habit structure. Itinvolves the use of complex rules.Chomsky focuses on competence overperformance.
The ALM does not provide goodresults. Classes are boring andineffective (learners cannotcommunicate in real situations)
For over a decade no theoreticallygrounded method took the place of ALM.Minor methods Cognitive code, orhumanistic methods appear during the 60’s& 70’s:TPR, Suggestopedia & Silent way
The Advantages of Audiolingual Method
• Accessible for large group of learners.
• Drilling can be positively beneficial in helping a student to
develop his oral ability.
• Method leads to the development of simple techniques of
varied, graded, and intensive practice of specific features
of the language, and more scientifically selected and
systematically arranged materials and structural patterns
to go with.
• It achieves noticeable success in developing aural
comprehension and oral fluency.
• The audiolingual theory is probably the first language
teaching theory that openly claims to be derived from
linguistics and psychology.
• It develops the separation of the language skills into a
pedagogical device that is listening, speaking, reading and
writing.
The Disadvantages of Audiolingual Method
• The theoretical basis of the Audiolingual Method
was found to be weak.
• Basic method of teaching is repetition.
• Teachers complain about the lack of
effectiveness of the techniques in the long run,
and students complain about the boredom
caused by endless pattern drills.
• Learners have little control over the content,
pace or style of learning.
• The teacher’s role is central and active in the
Audiolingual Method.
• Materials in the Audiolingual Method are
primarily teacher-oriented.