Audio Lingual Method, army method ppt.pptx

audio lingual method, also known as the army method, is a language teaching method that was created after the seond world war. the audio lingual method is known for its use of a variety of drills (repetition drills, transformation drills, substitution drills ...) as well as emphasizing speaking and listening. This method is based on habit formation and the idea that through repetition and reinforcement students can learn the language rapidly, hense the drills.

1. Audio-lingual Method

2. Outline Background. Theory of Language. Theory of Learning. Design Learner Role Teacher Role Procedure Advantages and disadvantages

3. Background The teaching of English as a second or foreign language in the United States between the two world wars used either a modified Direct Method approach, a reading based approach. The entry of the United States into World War II had a significant effect on language teaching.

4. Background The informant method: a native speaker of the language – the informant - who served as a source of phrases and vocabulary and who provided sentences for imitation, with a linguist, who supervised the learning experience. 15 hours of drill with native speakers and 20 to 30 hours of private study spread over two to three 6- week sessions. This was the system adopted by the army, and in small classes of mature and highly motivated students

5. Theory of Language Language was viewed as a system of structurally related elements for the encoding of meaning, the elements being phonemes, morphemes, words, structures, and sentence types.

6. Elements in a language were thought of as being linearly produced in a rule - governed ( structured ) way. B. Language samples could he exhaustively described at any structural level of description ( phonetic, phonemic, morphological, etc . ) C. Linguistic levels were thought of as systems within systems - that is , as being pyramidally structured : phonemic systems led to morphemic systems, and these in turn led to the higher level systems of phrases , clauses, and sentences.

7. An important tenet of structural linguistics was that the primary medium of language is oral: Speech is language.

8. This was contrary to popular views of the relationship of the spoken and written forms of language, since it had been widely assumed that language existed principally as symbols written on paper , and that spoken language was an imperfect realization of the pure written version .

9. Theory of Learning Behaviorism is  a theory of learning based on the idea that all behaviors are acquired through conditioning, and conditioning occurs through interaction with the environment .

10. Reinforcement is a vital element in the learning process, because it increases the likelihood that the behavior will occur again and eventually become a habit.

11. Language mastery is represented as acquiring a set of appropriate language stimulus- response chains .

12. since linguists normally described languages beginning with the phonological level and finishing with the sentence level , it was assumed that this was also the appropriate sequence for learning and teaching .

13. Learning Principles Foreign language learning is basically a process of mechanical habit formation. Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form. the approach to the teaching of grammar is essentially inductive rather than deductive.

14. Design Short range objectives : include training in listening comprehension, accurate pronunciation, recognition of speech symbols as graphic signs on the printed page, and ability to reproduce these symbols in writing. Long range objectives: use the language as a native speaker uses it. Objectives

15. Syllabus A linguistic syllabus, which contains the key items of phonology , morphology , and syntax of the language arranged according to their order of presentation . A lexical syllabus of basic vocabulary items is usually specified in advance . The language skills are taught in the order of listening, speaking , reading , and writing .

16. Types of Learning and Teaching Activities Repetition . Example: This is the seventh month. -This is the seventh month. The student repeats an utterance aloud as soon as he has heard it

17. Types of Learning and Teaching Activities Inflection Example: He bought the candy.-She bought the candy. One word in an utterance appears in another form when repeated.

18. Types of Learning and Teaching Activities Replacement Example: Helen left early.-She left early One word in an utterance is replaced by another

19. Types of Learning and Teaching Activities Restatement Example: Tell him to wait for you. -Wait for me The student rephrases an utterance and addresses it to someone else, according to instructions.

20. Learner Role: Learners are viewed as organisms Teaching focuses on the external manifestations of learning rather than on the internal processes. Learners play a reactive role by responding to stimuli, and have a little control over the content

21. Teacher Roles: ALM is a teacher-dominated method. Thus, The teacher’s role is central and active. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners’ performance.

22. Instructional Material: A student textbook is often not used in the elementary phases of a course where students are primarily listening, repeating, and responding. Tape recorders and audio-visual equipment often have central roles in an audio lingual course. Instructional Materials are primarily teacher oriented.

23. Procedures: Listening: Students listen to model sentences or dialogues presented by the Teacher. Drills: Various types of drills are used to practice specific language points Mimicry: Students repeat after the teacher or audio recordings to practice pronunciation and reinforce correct language structures .

24. Procedures: Pattern Practice: Students engage in structured activities to practice language patterns, such as role-plays, question-answer exercises, and completing sentences. Feedback: T provides immediate feedback on students' pronunciation, grammar accuracy, and overall performance during the practice activities. Grammar Explanation: Although grammar rules are not explicitly taught, they may be explained briefly by the teacher to provide context for the language practice activities.

25. Procedures: Reinforcement : Language structures and vocabulary are reinforced through continued practice in subsequent lessons Assessment: Students are periodically assessed to gauge their progress and identify areas for improvement, allowing for adjustments in instruction as needed.

26. Advantages and Disadvantages

27. Advantages: Emphasis on Speaking and Listening Skills Effective for Certain Learners Focus on Accuracy

28. Disadvantages: Limited Focus on Meaning Minimal Attention to Cultural Aspects Lack of Creativity. Teacher-Centered Approach

29. Activity 1: A: Do you live in a house or an apartment? B: ......... . A: What's it like? 8: Well, ......... . A: Sounds nice! Complete the dialogue with the missing words :