THE AUDIOLINGUAL METHOD
In the first half of this century,
the direct method did not take hold in The United States the way it did in
europe. While one could easily find native speaking teachers of modern foreign
languages in Europe, such was not the case in the United States. Also,
Europeans high schools and university students did not have to travel far to find opportunities top ut the oral skills of another language to actual
practical use, moreover. U,S educational institutions had become firmly
convinced that a Reading approach to foreign languages was more useful than an
oral approach, given the perceived linguistic isolation of the united states at
the time, The highly influential Coleman Report of 1929 had persuaded foreign
language teachers that it was impractical to teach oral skills, and that
reading should become the focus, thus schools returned in the 1930s and 1940s
to grammar translation. The audiolingual method was firmly grounded in
linguistic and psychological theory. Structural linguists of the 1940s and
1950s were engaged in what they claimed was a scientific descriptive analysis
of various languages The characteristics of the audiolingual method are new
material is presented in dialogue form, there is dependence on mimicry.
Memorization of set phrases and overlearning Structural patterns are taught
using repetitive drills, there is Little or no gramatical explanation.
Vocabulary is limited, great importance of pronunciation very Little use of the
mother tongue For a number of reasons the ALM enjoyed many tears of popularity,
and even to this day, adaptations of the ALM are found in comtemporary
methodologies.
Objectives
of Audiolingual method
The
teaching of the oral skills with accurate pronunciation, grammar and the
ability to respond quickly and accurately is the main objective of audiolingual
method. Reading and writing skills may be taught but they are dependent on the
oral skills (Richard and Rodgers, 1986).
Techniques
of Audiolingual method
The
Audiolingual method uses the following techniques for teaching a foreign
language:
Repetition.
The student repeats an utterance aloud as soon as he has heard it. He does this
without looking at the printed text. The utterance must be brief and small so
that the ears of the student must retain them and may repeat it because sound
is more important than form and order.
The
Audiolingual method has the key features of drilling, memorization, repetition
and over learning. The problem is with these features of this method because
these features can be included in its demerits. It was seen that the expected
results of the Audiolingual method were not seen into the learners because they
were not able to use the memorized structures out of the classroom and in the
natural context. The experience of studying language through Audiolingual
procedure was boring and unsatisfying (Tjtaylor, 2012)
BY irvin Reyes juarez and Andrea Camargo Luna
Hello Irving
ResponderEliminarYour essay is good, good organization and you subject matter is very easy understand, good job. =)
Your score is: 8
EliminarHi Irvin!
ResponderEliminarYour essay is good but missing elements like the conclusion, the bibliography, the text has more than 200 words and there are few spelling mistakes. Your score is 7
THANK YOU I CONSIDER THE CONTENT WAS GOOD BUT YOU ARE RIGHT LIZBET THOSE ARE MORE THAN 200 WORDS
ResponderEliminarWE CONSIDER THAT INFORMATION IS IMPORTANT BECAUSE WE ORGANIZED IMPORTANT IDEAS ABOUT THIS TOPIC
ResponderEliminarWE LEARNED A LOT DEFINITIONS
THIS TOPIC IS VERY INTERESTING.
Hi Irving your essay is good, but missing some elements,
ResponderEliminarYour score is 8
THE AUDIOLINGUAL METHOD
ResponderEliminarINTRODUCTION:
In the first half of this century, the direct method did not take hold in The United States the way it did in europe. While one could easily find native speaking teachers of modern foreign languages in Europe, such was not the case in the United States. Also, Europeans high schools and university students did not have to travel far to find opportunities top ut the oral skills of another language to actual practical use, moreover. U,S educational institutions had become firmly convinced that a Reading approach to foreign languages was more useful than an oral approach, given the perceived linguistic isolation of the united states at the time, The highly influential Coleman Report of 1929 had persuaded foreign language teachers that it was impractical to teach oral skills, and that reading should become the focus, thus schools returned in the 1930s and 1940s to grammar translation. The audiolingual method was firmly grounded in linguistic and psychological theory. Structural linguists of the 1940s and 1950s were engaged in what they claimed was a scientific descriptive analysis of various languages The characteristics of the audiolingual method are new material is presented in dialogue form, there is dependence on mimicry. Memorization of set phrases and overlearning Structural patterns are taught using repetitive drills, there is Little or no gramatical explanation. Vocabulary is limited, great importance of pronunciation very Little use of the mother tongue For a number of reasons the ALM enjoyed many tears of popularity, and even to this day, adaptations of the ALM are found in comtemporary methodologies.
Objectives of Audiolingual method
The teaching of the oral skills with accurate pronunciation, grammar and the ability to respond quickly and accurately is the main objective of audiolingual method. Reading and writing skills may be taught but they are dependent on the oral skills (Richard and Rodgers, 1986).
Techniques of Audiolingual method
The Audiolingual method uses the following techniques for teaching a foreign language:
Repetition. The student repeats an utterance aloud as soon as he has heard it. He does this without looking at the printed text. The utterance must be brief and small so that the ears of the student must retain them and may repeat it because sound is more important than form and order.
CONCLUSION
The Audiolingual method has the key features of drilling, memorization, repetition and over learning. The problem is with these features of this method because these features can be included in its demerits. It was seen that the expected results of the Audiolingual method were not seen into the learners because they were not able to use the memorized structures out of the classroom and in the natural context. The experience of studying language through Audiolingual procedure was boring and unsatisfying (Tjtaylor, 2012)
My reflection
ResponderEliminarI think this essay was a great job because I did not understand this method well but knowing information helped me to understand the method well and to order my ideas and the ideas of my partner.
We had some errors but we checked and created a new version of the essay.
I like it and I learned a lot with this activity
It is easy to follow the final version , because you have organized the essay and I don't see any grammar mistake , your final score is 10.
ResponderEliminar