THE AUDIOLINGUAL METHOD doc dr Tijana Dabi THE

THE AUDIO-LINGUAL METHOD doc. dr Tijana Dabić

THE AUDIO-LINGUAL METHOD ◦ Michigan Method ◦ Time 1940 s ◦ Basic • Oral-base approach; • Influenced by: theoretical base in linguistics and psychology • Charles Fries (1945) – applied principles from structural linguistics in developing the method • Learning through conditioning (Skinner 1995) – helping students to respond correctly to the stimuli through shaping and reinforcement.

Nahir: ¡Hola! ¿Cómo estás? Maly: Bien, gracias. ¿Y tú? Nahir: ¡Muy bien! ¿De dónde eres? ◦ Sally: Good morning, Bill. ◦ Bill: Good morning, Sally. ◦ Sally: How are you? ◦ Bill: Fine, thanks and you? ◦ Sally: Fine, Where are you going? Maly: Soy de Camboya. Nahir: Dime, ¿cuántos años tienes? Maly: Tengo diecinueve. Estoy visitando este país. I am nineteen (years). I am visiting this country. Nahir: ¡Magnífico! ¡Bienvenida a la India! Magnificent! Welcome to India! Maly: ¡Muchas gracias! Y ¡mucho gusto! Many thanks, and nice to meet you! ◦ Bill: I’m going to the post office. ◦ Sally: I am too. Shall we go together? ◦ Bill: Sure. Let’s go.

EACH LINE REPEATED BY STUDENTS several times READ TEXT IN TL at least 2 TIMES STUDENTS SILENT TEACHER BIILL CLASS SALLY AND OPPOSITE BACKWARD BUILDUP DRILL for difficult sentences. CHAIN DRILL ALL THE BOYS BILL ALL GIRLS SALLY SINGLE SLOT SUBSTITUTIO N drill- with a cue, with a picture, with he, she, they, you (students say lines individually) *sometimes personalized TRANSFORMATI ON DRILL MULTIPLE SLOT SUBSTITION drill- -she, to the park STUDNTS ACT THE DIALOGUE - questions, answers, negations -cues, pictures - Questions and answers drill BACK TO THE DIALOGUE - teacher repeats - Girls Sally, boys Bill.

QUESTIONS ◦ Why should we teach languages? ◦ Who should we teach? ◦ What are materials that are required? ◦ How does a learner learn a language? ◦ How should a teacher teach? ◦ What areas of language are emphasized? What language skills are emphasized? ◦ How should we help our students to remember a lanaguge? ◦ What is the role of student’s native language? ◦ How does the teacher respond to students error?

REVIEW OF TECHNIQUES ◦ Dialogue memorization ◦ Backward build–up extension drill ◦ Repetition drill ◦ Chain drill ◦ Single-slot substation drill ◦ Multiple -slot substation drill ◦ Transformation drill ◦ Question and answer drill ◦ Use of minimal pairs ◦ Grammar game