Audio-Lingual Method Lectures PDF

Asst. Lect. Hussien Alsaad What is the Audio-Lingual Method? The Audio-Lingual Method Repeat after me is a language teaching approach that emphasizes the teaching of speaking and listening skills. The method is based on the belief that language learning should be s...

Asst. Lect. Hussien Alsaad What is the Audio-Lingual Method? The Audio-Lingual Method Repeat after me is a language teaching approach that emphasizes the teaching of speaking and listening skills. The method is based on the belief that language learning should be similar to first language learning, focusing on automatic and fluent use of language structures. Key features of the Audio- Lingual Method: 1. Oral Emphasis: The method places a strong emphasis on oral skills, particularly speaking and listening. 2. No Translation: Similar to the Direct Method, translation is avoided. DM ALM 3. Mimicry: Learners are encouraged to mimic the teacher's pronunciation and intonation. 4. Dialogues: Typical activities include engaging learners in scripted dialogues or conversations. Important notes : Watch and learn  The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-based approach.  It has sometimes been referred to as the "Michigan Method“  Teaches language through dialogues to form new habits in the target language.  ALM it has a strong theoretical base in psychology  In ALM the way to acquire the sentence patterns of the target language was through conditioning. The Audio-Lingual Method Observations & Principles Asst. Lect. Hussien Alsaad The Audio-Lingual Method Q&A 1- What are the goals of teachers who use the Audio- Lingual Method? 1.Teachers want their students to be able to use the target language communicatively. 2.Forming new habits in the target language and overcoming the old habits of their native language 2- What is the role of the teacher? What is the role of the students? Why don't you play good? 1. The teacher is like an orchestra leader, directing and controlling the language behavior of the students. 2. Students are imitators of the teacher’s model. They follow the teacher’s directions and respond as accurately and as rapidly as possible. 3- What are some characteristics of the teaching/learning process? A- New vocabulary and structural patterns are presented through dialogues. B- The dialogues are learned through imitation and repetition. C- Students’ successful responses are positively reinforced. D- Grammar is induced from the examples given. E- Cultural information is contextualized in the dialogues or presented by the teacher 4- What is the nature of student–teacher interaction? What is the nature of student–student interaction? 1. There is student-to-student interaction in chain drills or when students take different roles in dialogues. 2. Most of the interaction is between teacher and students and is initiated by the teacher. 5- How are the feelings of the students dealt with? Again? There are no principles of the method which relate to this area. 6- How is language viewed? How is culture viewed? 1. Every language is seen as having its own unique system. 2.Everyday speech is emphasized in the Audio-lingual Method. 3. Culture consists of the everyday behavior and lifestyle of the target language speakers 7- What areas of language are emphasized? What language skills are emphasized? 1- Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns. 2- The oral skills receive most of the attention. 3- Pronunciation is taught from the beginning 8- What is the role of the students’ native language? The students’ native language should not be used. 9- How is evaluation accomplished? Students might be asked to distinguish between words in a minimal pair, or to supply an appropriate verb form in a sentence. 10- How does the teacher respond to student errors? Student errors are to be avoided if at all possible, through the teacher’s awareness of where the students will have difficulty The Techniques of the ALM Dialogue Memorization got you lazy students Students memorize the dialogue through mimicry Students usually take the role Did you memorize the dialogue? of one person in the dialogue, and the teacher the other or vice versa or Which dialogue? students perform the roles in pairs. Backward Build-up (Expansion) Drill The teacher breaks down the line into several parts. The students repeat the parts starting from the last phrase until the students are able to repeat the entire line. Repetition Drill Students are asked to repeat the teacher’s model as accurately and as quickly as possible Chain Drill Students,one by one,ask and answer questions of each other The teacher begins the chain by asking a student a question. That student responds, then turns to the student sitting next to him and continue. Single-slot Substitution Drill The teacher says a line from the dialogue. Next, the teacher says a word or a phrase (called the cue).The students repeat the line the teacher has given them, substituting the cue in its proper place Multiple-slot Substitution Drill The teacher gives cue phrases, one at a time, that fit into different slots in the dialogue line. The students must recognize what part of speech each cue is, or at least, where it fits into the sentence. Transformation Drill Students are asked to transform or change the sentence pattern. For example, from affirmative to negative, statement into a question, an active sentence into a passive one, or direct speech into reported speech. Question-and-answer Drill The students should answer the teacher’s questions very quickly Use of Minimal Pairs The teacher works with pairs of words which differ in only one sound. Ex: ‘ship/sheep.’ Students are first asked to perceive the difference between the two words and to say the two words. Grammar Game Designed to get students to practice a grammar point within a context. We have finished all the lectures of ALM ALM Done