THE AUDIOLINGUAL METHOD The Coleman Report 1929 The

THE AUDIOLINGUAL METHOD

-The Coleman Report ( 1929) -The entry of U. S into World War 2 -The Army Specialized Training Program

-American approach to ESL -Leonard Bloomfield (informant-method) -The first English Language Institute by Michigan University (1939 )

-The American Council of Learned Societies -The emergence of Audiolingualism

APPROACH Theory of language: -Derived from stuctural linguistics. -Language is speech not writing. -Language is a set of habits. -What native speaker says is vital. -Languages are different.

Theory of Learning Behaviorism -The study of human behavior Stimulus > Organism > Response Behavior = Reinforcement or no reinforcement/negative reinforcement

To apply this theory to language learning: • The stimulus: what is thought or presented of the foreign language • The response: learner’s reaction to the stimulus • The reinforcement: approval and praise of the teacher or friends or self satisfaction

Learning principles of Audiolingual Method • A process of mechanical habit formation • Using the spoken form of the target language before written form in classroom • Analogy: generalization and discrimination and inductive grammar teaching • Teaching words in linguistic and cultural context

Design • Speech based instruction with objective of oral proficiency • Cleaning of some old procedures

Objectives • Short-range objective: accurate pronunciation, listening comprehension, recognition of speech symbols and using symbols in writing. • Long-range objective: language as native speaker uses.

The Syllabus - Morphlogical, phonological and syntactic key items - Four basic skills are in order of listening, speaking, reading and writing

Types of activities • Drills and dialogues (correct pronunciation, stress, rhytm and intonation) - repetition - inflection - replacement - restatement - completion - transposition - expansion/contruction - integration - transformation - restoration - rejoinder

• Learner Roles: - Reactive role - Little control over learning

Teacher Role: • Dominant and active. . • Controlling the process of learning. . • Varying activities. .

According to Brooks: • Harmonizing four skills in this order: hearing, • • • speaking, reading, writing. . Teaching spoken language in dialogue. . Teaching some structure and vocabulary. . Teaching literary items. . Making students response individually or in chorus. . Using or not using English. . Modelling some language behavior and rewarding students. .

The role of Instruction materials: • Materials are under the control of teacher • Tape recorders • Audiovisual equipments • Language laboratories. .

Procedure Little provision for grammar and talking about the language Target language as the center of instructions Discouragement of translation and the use of native language

Brooks’ procedure list: • The modelling of all learnings by the teacher • The early and continued training of the ear and tongue • The learniing of structure through the practice of patterns of sound, order and form rather than by explanation • Summarizing of the main points of structure • Shortening of the time spent

• Minimizing of vocabulary until structures have been learned • The study of vocabulary only in context • Practice in translation only as a literary exercise at an advanced level

In a typical audiolingual lesson: • Hearing the dialogues including basic structures • Changed certain key words by students • The selection of certain key structures from the dialogue and practice in chorus, or individually • Imitative writing • More dialogue and drill work

The decline of Audiolingualism • unable to transfer skills to real • • communication outside the classroom. boring and unsatisfying. attacked as being invalid in terms of both language theory and learning theory. -Noam Chomsky (cognitive code learning) ‘Language is not a habit structure’.

CONCLUSION • Mechanistic aspects of language learning and language use. Similarity between Situational Language Teaching And Audiolingulism: • Focusing on the basic structures of the target language

Difference between Situational Language Teaching and Audiolingualism: -Situational Language Teaching does not have the strong links to linguistics and behavioral psychology that characterize Audiolingulism