Scribd Logo
Upload

Welcome to Scribd!

  • 271 views

    Chapter 4: The Audio-Lingual Method: Textbook: Larsen-Freeman, D. (2000) - Techniques and Principles in

    Uploaded by

    sarim maulana
    The Audio-Lingual Method is an oral-based language teaching approach that focuses on habit formation through repetition and reinforcement. It presents new vocabulary and grammar structures through dialog memorization and drills students on grammatical patterns. The teacher leads drills while students engage in imitation, practice, and substitution exercises. Oral skills are emphasized over written skills, and errors are avoided through controlled practice.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd

    Chapter 4: The Audio-Lingual Method: Textbook: Larsen-Freeman, D. (2000) - Techniques and Principles in

    Uploaded by

    sarim maulana
    271 views17 pages
    The Audio-Lingual Method is an oral-based language teaching approach that focuses on habit formation through repetition and reinforcement. It presents new vocabulary and grammar structures through dialog memorization and drills students on grammatical patterns. The teacher leads drills while students engage in imitation, practice, and substitution exercises. Oral skills are emphasized over written skills, and errors are avoided through controlled practice.

    Original Description:

    ppt

    Original Title

    3273

    Copyright

    © © All Rights Reserved

    Available Formats

    PPT, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The Audio-Lingual Method is an oral-based language teaching approach that focuses on habit formation through repetition and reinforcement. It presents new vocabulary and grammar structures through dialog memorization and drills students on grammatical patterns. The teacher leads drills while students engage in imitation, practice, and substitution exercises. Oral skills are emphasized over written skills, and errors are avoided through controlled practice.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    271 views17 pages

    Chapter 4: The Audio-Lingual Method: Textbook: Larsen-Freeman, D. (2000) - Techniques and Principles in

    Uploaded by

    sarim maulana
    The Audio-Lingual Method is an oral-based language teaching approach that focuses on habit formation through repetition and reinforcement. It presents new vocabulary and grammar structures through dialog memorization and drills students on grammatical patterns. The teacher leads drills while students engage in imitation, practice, and substitution exercises. Oral skills are emphasized over written skills, and errors are avoided through controlled practice.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 17

    Chapter 4: The Audio-Lingual Method

    Textbook:
    Larsen-Freeman, D. (2000). Techniques and Principles in
    Language Teaching. (2th ed.). Oxford University Press.
    Introduction
    Audio-Lingual Method is an oral-based
    approach.
    It drills students in the use of grammatical
    sentence patterns.
    Based on behavioral psychology (Skinner).
    Conditioning helping learners to respond
    correctly to stimuli through shaping and
    reinforcement.
    Habit-formation
    A dialog from the text
    Sally : Good morning, Bill.
    Bill: Good morning, Sally.
    Sally: How are you?
    Bill: Fine, Thanks, And you?
    Sally: Fine. Where are you going?
    Bill: Im going to the post office.
    Sally: I am too. Shall we go together?
    Sure. Lets go.
    Im going to the post office.

    1. introduces a new dialog (p36)


    2. uses a backward build-up drill
    3. uses a repetition drill (group)
    4. initiates a chain drill (individual)
    5. leads a single-slot substitution drill (replaces a
    word or phrase = cue) (shows pictures)
    6. praise the class during the practice
    How are you?
    (Subject-verb agreement)
    1. subject pronouns (he, she, they, you)
    2. be verb (is, are)
    3. uses Multiple-slot Substitution drill
    (I am/ She is going to the post office)
    4. uses a transformation drill (active vs. passive;
    yes/no-question)
    5. uses pictures again and select individuals
    More practices
    1. reviews the dialog
    2. expands upon the dialog by adding a few lines.
    3. drills the new lines and introduces new
    vocabulary (p.41)
    4. works on the mass and count nouns (a little/a
    few)
    5. uses contrastive analysis (correct the
    pronunciation) (use of minimal pairs)
    More practices
    6. writes the dialog on the blackboard
    7. uses the supermarket alphabet (grammar
    game)
    Goals
    Teachers want their students to be able to use
    the target language communicatively.
    Overlearning automatically without
    stopping to think
    Forming new habits through overcoming the
    old habit.
    Teacher Role/Student Role
    The teacher is like an orchestra leader.
    Providing students with a good model for
    imitation.
    Students are imitators.
    Characteristics of the teaching/learning process

    New vocabulary and structural patterns are


    presented through dialogs.
    Dialogs learning through imitation and
    repetition
    Positively reinforced
    Grammar is induced from the examples.
    Student-teacher interaction/
    student-student interaction

    Interaction is teacher-directed
    Student-student interaction Chain drills and
    dialogues
    The view of language/ the view of culture

    The view of language be influenced by


    descriptive linguists.
    Each level( phonological, morphological)has its
    own distinctive patterns.
    Everyday speech is emphasized.
    The level of complexity of the speech is graded.
    What areas of language are emphasized? What
    language skills are emphasized?

    Vocabulary is kept to a minimum while the


    students are mastering the sound system and
    grammatical patterns.
    The natural order of skills presentation is
    adhered to : listening, speaking, reading, and
    writing.
    The oral/aural skills receive most of the
    attention .
    The role of native language
    The habits of the students native language are
    thought to interfere with the students attempts
    to master the target language.
    The target language is mostly used in the
    classroom instead of the native language.
    Evaluation
    Nature: discrete-point
    each question on the test would focus on only
    one point of the language at a time.
    Ex: students might be asked to distinguish
    between words in a minimal pair.
    Deal with errors
    Students errors are to be avoided if at all possible
    through the teachers awareness of where the
    students will have difficulty and restriction of
    what they are taught to say.
    Brainstorming
    Page 50
    Check your understanding of The Audio-
    Lingual Method

    You might also like

    pFad - Phonifier reborn

    Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

    Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


    Alternative Proxies:

    Alternative Proxy

    pFad Proxy

    pFad v3 Proxy

    pFad v4 Proxy