Audio Lingual Method rizzo-simón
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This document describes the Audio-Lingual Method (ALM) of foreign language teaching. It discusses how ALM uses repetition drills, dialogues, and a focus on oral skills to teach grammar patterns and help students form new habits in the target language. Student interaction is teacher-directed and occurs through drills like chain drills. Errors are avoided, the target language is used exclusively, and testing is discrete-point in nature.
Audio Lingual Method rizzo-simón
- 2. Drills students in the use of grammatical sentence patterns. It also has a strong theoretical base in Linguistics and Psychology DRILL: learn or teach by repetition.
- 3. Beginning level English class in Mali. Thirty-four students of about thirteen years old. The class meets for one hour a day, five days a week. The teacher is presenting a new conversation between two friends. All the teacher’s instructions are in English.
- 5. Teachers want their students to he able to use the target language communicatively. Students achieve this by forming new habits in the target language and overcoming the old habits of their native language.
- 6. The teacher is like an orchestra leader, directing and con trolling the language behavior of her students. She is also responsible for providing her students wit h a good model for imitation.
- 7. New vocabulary and structural patterns are presented through dialogs. The dialogs are learned through imitation and repetition. Drills (such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are conducted based upon the patterns present in the dialog. Student’s successful responses are positively reinforced. Grammar in inducted from the examples given; explicit grammar rules are not provided. Cultural information is contextualized in the dialogs or presented by the teacher. Students´ reading and written work is based upon the oral work they did earlier.
- 8. There is student-to-student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed. Most of the interaction is between teacher and students and is initiated by the teacher.
- 9. The view of language in the Audio-Lingual Method has been influenced by descriptive linguists. Every language is seen as having its own unique system. The system is comprised of several different levels: phonological, morphological, and syntactic. Each level has its own distinctive patterns. Everyday speech is emphasized in the Audio- Lingual Method. The level of complexity of the speech is graded, however, so that beginning students are presented with only simple patterns. Culture consists of the everyday behavior and lifestyle of the target language speakers.
- 10. Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns. A grammatical pattern is not the same as a sentence. The natural order of skills presentation is adhered to: listening, speaking, reading, and writing. The oral/aural skills receive most of the attention. What students write they have first been introduced to orally. Pronunciation is taught from beginning, often by students working in language laboratories on discriminating between members of minimal pairs.
- 11. The habits of the students’ native language are taught to interfere with the students’ attempts to master the target language. Therefore, the target language is used in the classroom, not the students’ native language. A contrastive analysis between the students’ native language and the target language will reveal where a teacher should expect the most interference.
- 12. The answer to this question is not obvious because we did not actually observe the students in this class taking a formal test. If we had, we would have seen that it was discrete-point in nature, that is, each question on the test would focus on only one point of the language at a time. Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence.
- 13. Students’ errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.
- 15. Dialogues or short conversations between two people are often used to begin a new lesson. In the ALM, certain sentence patterns and grammar points are included within the dialogue. These patterns and points are later practiced in drills based on the lines of the dialogue.
- 16. This drill is used when a long line of a dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line. This also directs more student attention to the end of the sentences, where new information typically occurs.
- 17. Students are asked to repeat the teacher’s model as accurately and as quickly as possible. This drill is often used to teach the lines of the dialogue.
- 18. It gets it name from the chain of conversation that forms around the room as students, one-by-one, ask and answer questions of each other. A chain drill allows some controlled communication, even though it is limited. It also gives the teacher an opportunity to check each student’s speech.
- 19. The teacher says a line. Next, the teacher says word or phrase (the cue). The students repeat the line the teacher has given them, substituting the cue into the line in its proper place. Its major purpose is to give the students practice in finding and filling in the slots of a sentence.
- 20. 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 where it fits into the sentence, and make any other changes. They then say the line, fitting the cue phrase into the line where it belongs.
- 21. The teacher gives students a certain kind of sentence pattern. The students are asked to transform it.
- 22. This drill gives students practice with answering questions. The students should answer the teacher’s question very quickly. It is also possible for the teacher to cue the students to ask questions as well. This gives students practice with the question patterns.
- 23. The teacher works with pairs of words which differ in only one sound. Students are first asked to perceive the difference between the two words and later to be able to say the two words. The teacher selects the sounds to work on after she has done a contrastive analysis, a comparison between the students’ native language and the target language.
- 24. Selected words are erased from a dialogue students have learned. Students complete the dialogue by filling the blanks with the missing words.
- 25. Are designed to get students to practice a grammar point within a context; they are able to express themselves, although it is rather limited. Notice that there is also a lot of repetition.