The Audiolingual Method From Approaches and Methods in

The Audiolingual Method From “Approaches and Methods in Language Teaching” By J. C. Richards and T. S. Rodgers.

Background �Before World War II, there were three methods: a) A modified Direct Method Approach b) A Reading Approach. c) A Reading-Oral Approach.

�Problems with these three methods: 1. They lacked standardization of vocabulary and grammar. 2. No one could agree what was important to teach for beginning, intermediate or advanced learners. 3. They basically, lacked “STRUCTURE”

World War II Changed everything. . .

The Army Specialized Training Program �The Army Specialized Training Program (ASTP) was started in 1942. �Native speakers acted as an informant of the language and as a linguist, as in the Direct Method. �Students and informants gradually learned a language, ten hours a day for six days a week.

�The ASTP continued for two years and by the 1950 s, as a result of many factors Audiolingualism became a standardized way of teaching a language.

Sputnik 1 – The First Russian Satellite (1957)

�It changed everything again: a) It made the U. S. Government realize the need for new and more intensive foreign language teaching methodology. b) The National Defence Education Act (1958) provided money for training of teachers, the development of teaching materials and for the study and analysis of modern languages.

�The term “Audiolingualism” was coined by Professor Nelson Brooks (1964). In the 1960’s, Audiolingualism began to lose its popularity, but this method is still used today.

Approach Theory of Language: Structuralism �Structural linguistics influenced Audiolingualism. �Elements in a language are Phonology Morphology linearly produced in a rulegoverned way. Phrases �Linguistic levels are pyramidally structured. Sentences

Approach Theory of Learning: Behaviourism �Behavioural psychology influenced Audiolingualism. Behaviourists believe that humans are organisms capable of learning many behaviours. It depends on three elements: 1. Stimulus: Bring out behaviour. 2. Response: Triggered by stimulus. 3. Reinforcement: Marks the response as being appropriate or not and encourages repetition which is vital in the learning process.

Behaviourism Learning Behaviour �Organism �Learner. �Behaviour �Language behaviour. �Stimulus �Content. �Response �Learner’s response. �Reinforcement �Reaction intrinsic/extrinsic approval.

Approach - Conclusions �Foreign language learning is a process of mechanical habit formation. �Language skills are learned more effectively if they are learned in spoken form (drills) rather than written form. �Language must be learned in context of the linguistics and culture.

Design - Objectives Short-term Objectives Long-term Objectives �Listening comprehension. �Language as the native �Accurate pronunciation. �Recognition of speech symbols as graphic signs. �The ability to reproduce these symbols in writing. speaker uses it.

Design – The Syllabus �Based on a linguistic or structure-based approach to language teaching. Built on: 1. Step by step linguistic syllabus, which contains: � Phonology. � Morphology. � Syntax. 2. Lexical syllabus of basic vocabulary.

Design – Types of learning and teaching activities. Drills Dialogues �Contextualize key structures. �Illustrate situations. �Used for repetition and memorization. � Distinctive feature of this method. 7. Expansion. 8. Contraction. Transformation. 1. Repetition. 9. 2. Inflection. 10. Integration. 3. Replacement. 11. Rejoinder. 4. Restatement. 12. Restoration. 5. Completion. 6. Transposition.

Design - Roles 1. Learner roles: � � They can be � directed by skilled training techniques. � � External displays. � Reactive role. � � They do not initiate interaction. instructional Central and materials: active. � Teacher-oriented. Model of the target language. � Tape recorders, a language Controls the laboratory and process of audiovisual learning. equipment are Monitors and important. controls the learner’s performance. 2. Teacher roles: 3. The role of

Procedure �Extensive oral instruction is required where the target language is used. Typical procedures: 1. Model dialogue. Repeat. Correction of mistakes. Memorize. 2. Dialogues are adapted and then acted out. 3. Key structures are selected and used for pattern drills. 4. Textbooks. Follow-up reading, writing or vocabulary activities may be introduced. 5. Follow-up activities in a language laboratory.

The decline of Audiolingualism �It was examined in many ways: 1. Theoretical foundations were considered weak in both language theory and learning theory. 2. Practitioners discovered that the practical results did not meet expectations. 3. Students were not able to transfer skills to real communication outside the classroom. 4. Many students found the classes boring and unsatisfying.

Noam Chomsky �He rejected this approach. �His theory of transformational grammar said that language is creative and generated, not a habit. �Language derives from innate aspects of the mind and from how humans process experience through language.

Final Conclusion. . . �Audiolingualism holds that language learning is like other forms of learning. That is the reason why, it stresses the mechanistic aspects of language learning and language use.