Audio lingual Method of teaching

this is one of the method which is used in the world for quick learning...

1. Audio-Lingual Method Prepared by : SAJIDA MALIK ELT Semester ll Mentor: Muhammad Talha Saleem

2. Background: The revolution, after Direct Method, in terms of language teaching methodology coincided with World War II, when America became aware that it needed people to learn foreign languages very quickly as part of its overall military operations. Flourishing period was 1950’s to 1960’s yet it is being used in some of the programs.

3. Objective: Is to get accurate Pronunciation and grammar, the ability to respond quickly and accurately in speech situation and knowledge of sufficient vocabulary to use with grammar pattern. The teacher uses with only the target language in classroom. Actions, pictures or realia are used to gain meanings.

4. Teachers should be monolingual, bilingualism is discouraged in ALM . The language being studied through extensive repetition and a variety of elaborate drills.

5. Establishment of institute: University of Michigan was the 1 st American Institute for ESL learners .

6. Established in 1941 in USA . Structural Linguist “CHARLES CARPENTER FRIES” was the 1 st director of the said institute. (1941-1956) Current director “DIANE LERSEN FREEMAN . (2002-cont)

7. Prominent Elements : Audio-Lingual Method is an oral-based approach. Based on behavioural psychology of language learning. " (Brown 1994:57) Conditioning →helping learners to respond correctly to stimuli through shaping and reinforcement. Students are drilled in the use of grammar inductively. (Audio-Lingual Method)

8. Dialogues are the main form of Language presentation. L 1 is discouraged in classroom. Habit is formed by means of repetition and other mechanical drills. Natural order of skills are followed 1. Listening 2. Speaking 3. Reading 4. Writing The teacher guides and controls students’ behaviour . ( Orchestra leader ) Structural view is behind this method.

9. Drills: Inflection: Teacher: I read book. Students: I read books . Replacemen: Teacher: I watch movies. Students: I listen songs Restatement: Teacher: He is so portly Students: He is overweight. A few activities

10. Reasons for Establishment : ALM was developed in USA during second world war. At that time there was a crying need for people to learn foreign language rapidly for military purpose World war II had a significant effects on language teaching in US.

11. The "Army Method" was Suddenly developed to build communicative competence in translators through very intensive language courses focusing on aural/oral skills . The U.S government established a special language training program called Army Specialized Training Program (ASTP) 1942.

12. Techniques’ Description 1. Dialogues Memorization (Students memorize an opening dialogue using mimicry and applied role-playing ) Backward Build-up (Expansion Drill) (Teacher breaks a line into several parts, students repeat each part starting at the end of the sentence and "expanding" backwards through the sentence, adding each part in sequence)

13. 3. Repetition Drill (Students repeat teacher's model as quickly and accurately as possible) 4. Chain Drill (Students ask and answer each other one-by- one in a circular chain around the classroom) 5. Single Slot Substitution Drill (Teacher states a line from the dialog, then uses a word or a phrase as a "cue" that students, when repeating the line, must substitute into the sentence in the correct place)

14. 6. Multiple-slot Substitution Drill (Same as the Single Slot drill, except that there are multiple cues to be substituted into the line) 7. Transformation Drill (Teacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to be turned into a negative statement, etc)

15. Activity Types: Repetition Inflection Replacement Restatement Completion Transposition Expansion Contraction Transformation Integration Rejoinder Restoration Dialogues memorization Backward build-up drill Repetition Chain drill Single-slot substitution Multiple-slot substitution Transformation Question and answer Use of minimal pairs Complete the dialogues Grammar games (Comparison) According to Brooks (1964) According to Larsen Freeman

16. The Decline of Audio- lingualism : Limited vocabulary Unable to transfer skills Limited structure Boring and unsatisfying No practical approach

17. Questions for discussion: Do you agree that language is habit formation? Should student’ errors be prevented on the spot? Do you think that the session of question and answer Enhances the process of reinforcement?

18. This in combination with some new ideas about language learning coming from the disciplines of descriptive linguistics and behavioral psychology went on to become what is known now as the Audio-Lingual Method (ALM) . Language is first of all a system of sounds for social communication. Conclusion:

19. Reference: References Bowen, Tim. “Methodology Challenge. What is Audiolingualism?” Retrieved on 2 November, 2013 from. Carroll, J. (1963). “Research on Teaching Foreign Languages”. In N. Gage (ed.), Handbook of Research on Language Teaching. (Chicago) RandMcNally ). Pp. 1060-1100. Dendrinos , B. (1992). The EFL textbook and ideology. Athens: Grivas . Larsen-Freeman, D. (2000). Techniques and Principle Language Teaching. Oxford: Oxford University Press. Nunan , D. (2000). Language Teaching Methodology. A textbook for teachers. London: Pearson Education. Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Thornbury , S. (2000). How to teach grammar. Harlow: Longman.