Audio visual method

1. Teaching ESL by Audio- Lingual
Method
Course: EDPE 3018
Prof. Laureano
By: Esther Camacho
Ada Ríos
Wildallie Rodríguez

2. History
Before World War II there was 3 method
a) a modified direct method approach
b) a reading approach
c) reading – oral approach
Problems with the 3 methods:
They lacked standardization of vocabulary and
grammar
No one can agree what’s important to teach for
beginning, intermediate or advance learners
Basically, they lacked structure.

3. The US government needed people who were
fluent in other languages (German, French,
Italian, etc), to work as interpreters and
translators. That’s why American universities
create foreign language programs for military
personnel. That way learners will become
conversationally proficient in several languages
World War II changed everything

4. Theory of learning
Behaviorism, including the following principles:
•language learning is habit-formation
•mistakes are bad and should be avoided, as
they make bad habits
•language skills are learned more effectively if
they are presented orally first, then in written
form
•analogy is a better foundation for language
learning than analysis
•the meanings of words can be learned only in
a linguistic and cultural context

5. •accurate pronunciation and grammar
•ability to respond quickly and accurately in
speech situations
•knowledge of sufficient vocabulary to use
with grammar patterns
Here are some of the objectives of the
audio-lingual method:

6. The syllabus
•Audiolingualism uses a structural syllabus
Types of learning techniques and
activities
•dialogues
•drills

7. Here is a typical procedure in an audio-lingual course
Procedure
•Students hear a model dialogue
•Students repeat each line of the dialogue
•Certain key words or phrases may be
changed in the dialogue
•Key structures from the dialogue serve as
the basis for pattern drills of different kinds.
•The students practice substitutions in the
pattern drills

8. •Activities:
•Transformation Drill: The teacher
provides a question which must be
transformed into a statement. An
extension of this activity is to have the
students make a question out of a
statement.
•Complete the Dialog: Have the
students fill in the blanks in the
dialogs provided. The proper English
word must be inserted into the text.
This activity is much like a cloze
activity.
•Dictation: Using any piece of
literature at the students' reading
level, read the piece aloud several
times. Have the students write down
what they hear. The idea is to write
what they have heard as literally as
possible.

9. •.
•Final activity
•The Alphabet Game: The teacher picks a
category, such as the supermarket. Then the first
student says, "I am going to the supermarket. I
need a few apples." (The first student names
something beginning with A.) The second student
says, "I am going to the supermarket. I need a few
apples and I need a few bananas." The game
continues in this manner with each consecutive
student adding an item beginning with the next
letter after repeating the items named before their
own.

10. References:
www.saskschools.ca/curr_content/hutt/esl/almethod.htm
www.tcnj.edu/~eslsla/Methodologies/Audiolingual.html