The Audiolingual Method
- 1. TEFL GROUP 3 • Rabiatul Hamidah A1B214041 • Ramadan A1B213225 • Rika Husyana A1B213256 • Reny Triana Sari A1B214044
- 3. Introduction The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
- 4. Introduction The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
- 5. History of Audio-Lingual Method • Origins during the World War II • Was developed in the United States during World War II • Known as the Army method • the term “Audiolingualism” was coined by Professor Nelson Brooks (19640
- 6. Experiences 1. The teacher introduces a new dialog Sally : Good morning, Bill. Bill : Good morning, Sally. Sally : How are you? Bill : Fine, thanks. And you? Sally : Fine, Where are you going? Bill : I’m going to the post office. Sally : I am too. Shall we go together? Bill : Sure. Let’s go.
- 8. 2. The language teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise. 3. The language teacher introduces the dialog by modeling it two times; she introduces the drills by modeling the correct answers; at other times, she corrects mispronunciation by modeling the proper sounds in the target language.
- 9. 4. The students repeat each line of the new dialog several times. 5. The students stumble over one of the lines of the dialog. The teacher uses a backward build- up drill with this line. Example: Teacher : “Repeat after me; health care” Class : “Health care” Teacher : “Interested in health care” Class : “Interested in health care” Teacher : “I am interested in health care” Class : “I am interested in health care”
- 10. 6. The teacher initiates a chain drill in which each student greets another. Example: Teacher: “Good morning, Jose.” Student: “Good morning, teacher.” Teacher: “How are you?” Student: “Fine, thanks. And you?” Teacher: “Fine.”
- 11. 7. The teacher uses single-slot and multiple-slot substitution drills. Example for single-slot substitution drills: Teacher: “I am going to the post office.” Teacher: “The Bank, I am going to the Bank”
- 12. Example for multiple-slot substitution drills: Teacher : “I am going to the post office. She.” Students : “She is going to the post office.” Teacher : “to the park” Students : “She is going to the par.”
- 14. 8. The teacher says, "Very good" when the students answer correctly. 9. The teacher uses spoken cues and picture cues. 10.The teacher conducts transformation and question-and answer drills.
- 16. 11.The teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another. 12.New vocabulary is introduced through lines of the dialog; vocabulary is limited. 13.Students are given no grammar rules; grammatical points are taught through examples and drills.
- 18. Observations 1. The teacher introduces a new dialog. 2. The language teacher uses only the TL in classroom. Action, pictures, or realia are used to give meaning otherwise 3. The language teacher introduces the dialog by modeling it two times; at other times,she corrects mispronounciation by modeling the proper sounds in the target language. Principles • Languange forms do not occur by themselves; they occur most naturally whithin a context. • The native language and the target language have separate linguistic systems. They should be kept appart so that the students’ native language interferes as little as possible with the students’ attempts to acquire the traget language. • One of the languange teacher’s major roles is that of a model of the target languange. Teachers should provide students with a native- speaker-like model. By listening to how it is supposed to sound, students should be able to mimic the model. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 39)
- 19. 4. The students repeat each line of the new dialog several times. 5. The students stumble over one of the lines of the dialog. The teacher uses a backward build-up drill with this line 6. The teacher initiates a chain drill in which each student greets another. • Language learning is a process of habit formation. The more often something is repeated, the stronger the habit and the greater the learning. • It is important to prevent learners from making errors. Errors lead to the formation of bad habits. When errors do occur, they sould be immediately corrected by the teacher. • The purpose of language learning is to learn how to use the language to communicate. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 40)
- 20. 7.The teacher uses single-slot and multiple-slot substitution drills. 8 The teacher says, “Very good,” when the students answer correctly. 9 The teacher uses spoken cues and picture cuess. • Particular parts of speech occupy particular “slot” in sentences. In order to create new sentences, students must learn which part of speech occupies which slot • Positive reinforcement helps the students to develop correct habits. • Students should learn to respond to both verbal and nonverbal stimuli. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 41)
- 21. 10.The teacher conducts transformation and question-and- answer drills. 11. When the students can handle it, the teacher poses the question to them rapidly. 12 The teacher provides the students which cues; she calls on individuals; she smiles encouragement; she holds up picture one after another. • Each language has a finite number of patterns. Pattern practice helps students to form habits which enable the students to use the patterns. • Student should “overlearn,” i.e., learn to answer automatically without stopping to think. • The teacher should be like an orchestra leader-conducting, guiding, and controlling the students’ behavior in the target language. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 41)
- 22. • 13. New vocabulary is introduced through lines of the dialog; vocabulary is limited. • 14 Students are given non grammar rules; grammatical points are taught through examples and drills. • The major objective of language teaching should be for students to acquire the structural patterns; students will learn vocabulary afterward. • The learning of a foreign language should be the same as the acquisition of the native language. We do not need to memorize rules in order to use our native language. The rules necesarry to uses the target language will be figured out or induced from examples. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 41-42)
- 23. • 15 The teacher does a contrasive analysis of the target language and the students’ native language in order to locate the places where she anticipates her students will have trouble. • 16 The teacher writes the dialog on the blackboard toward the end of the week. The students do some limited written work with the dialog. • The major challenge of foreign language teaching is getting students to overcome the habits of their native language . A comparison between the native and target language will tell the teacher in what areas her students will probably experience difficulty. • Speech is more basic to language than the the written form. The “natural order”—the order children follow when learning their native language—of skill acquisition is: listening, speaking, reading, and writing. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 42)
- 24. • 17 The supermaket alphabet game and a discussion of american supermarkets and foot ball are included. • Language cannot be separated form culture. Culture is not only literature and the arts, but also she everyday behavior of the people who use the target language . One of the teachers’ responsibilities is to present information about the culture. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 42)
- 26. Goals Teachers want their students to be able to use the target language communicatively. Over learning → automatically without stopping to think Forming new habits through overcoming the old habit. Reviewing The Principles Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 43)
- 27. Teacher Role and Students Role The teacher is like an orchestra leader and also providing students with a good model for imitation. Students are imitators. Reviewing The Principles Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 43)
- 28. 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. Reviewing The Principles Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 43)
- 29. Student-Teacher Interaction and Student-Student Interaction Student-teacher interaction is teacher-directed Student-student interaction → Chain drills and dialog Reviewing The Principles Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 43)
- 30. The View of Language and the View of Culture The view of language oInfluenced by descriptive linguists. oEach level( phonological, morphological…) has its own distinctive patterns. oEveryday speech is emphasized. oThe level of complexity of the speech is graded. The view of culture consists of the everyday behavior and lifestyle of the target language Reviewing The Principles Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 44)
- 31. The Emphasis of Language Areas and Language Skills The emphasis is placed on the acquisition of the patterns of the language The natural order of skills presentation is adhered to : listening, speaking, reading, and writing. The oral/aural skills receive most of the attention . The students are taught pronunciation Reviewing The Principles Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 44)
- 32. 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. Reviewing The Principles Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 44)
- 33. Evaluation Nature: discrete-point → each question on the test would focus on only one point of the language at a time. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 44-45) Reviewing The Principles
- 34. Deal with Errors 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. Reviewing The Principles Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 45)
- 36. Students memorize dialog through mimicry. Certain sentence patterns and grammar points are included within the dialog. These patterns and points are later practiced in drills based on the lines of the dialog. Dialog Memorization Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 45)
- 37. Anne : “In the future, what job do you want to do, Tommy?” Tommy : “I’m interested in health care. I want to be a doctor so that I can help people. How about you?” Anne : “I’m interested in business. I want to be a sales-woman, or maybe open a small business and become an entrepreneur.” Tommy :“That’s good, too.” An
- 38. Backward Build-up (Expansion) Drill This drill is used when a long line of a dialog is giving students trouble. 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. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 45)
- 39. Example: Example: Teacher : “Repeat after me; health care” Class : “Health care” Teacher : “Interested in health care” Class : “Interested in health care” Teacher : “I am interested in health care” Class : “I am interested in health care”
- 40. Repetition Drill Students are asked to repeat the teachers model as accurately and as quickly as possible. Example: Good morning Bill? Good morning Bill? Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.
- 41. Chain Drill Students ask and answer each other one-by-one in a circular chain around the classroom. Example: Sally : Good morning, Bill. Bill : Good morning, Sally. Sally : How are you? Bill : Fine, thanks.
- 43. Single-slot substituent drill The teacher says a line, usually from the dialog. Next, the teacher says a word or a phrase-called the cue into the line in its proper place. Example: Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 46)
- 44. I am going to the bank. I am going to the hospital. • I am going to the flower shop.
- 45. Multiple-slot Substituent Drill Same as the Single Slot drill, except that there are multiple cues to be substituted into the line. Example: Teacher : I am going to library Class : I went to library Teacher : I go to school by gojek Class : she goes to school by gojek
- 47. Transformation Drill Teacher gives student a sentence, then students are asked to change a sentence into different forms, for instance interrogative, negative, positive, passive, imperative, etc.. Example: He knows my address. He doesn’t know my address. Does he know my address? He used to know my address. If he had known my address.
- 48. Question-and-answer Drill Students should answer the teacher’s question very quickly. It is also possible for the teacher to let the students practice to ask question as well. Example: Teacher : “Does he go to school? Yes?” Student : “Yes, he does.” Teacher : “No?” Student : “No, he does not” Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 47)
- 49. Use of Minimal Pairs Using contrastive analysis, teachers use a different word pair one sound, such as ship and sheep, lip and leap, hip and heap, dip and deep, etc. Students are asked to find the difference in the two words, then practice to pronounce the word correctly. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 47)
- 50. Complete the Dialog Selected words are erased from a line in the dialog. Therefore, students must find and insert. Bridget : “In the future, what job do you want to do, Hector?” Hector : “I’m interested in health care. I want to be a doctor so that I can help people. How about you?” Bridget: “I’m interested in business. I want to be a sales-woman, or maybe open a small business and become an entrepreneur.” Hector : “That’s good, too.”
- 51. Bridget : “In the future, what job do you want __ __, Hector?” Hector : “I’m __ __health care. I want __ __ a doctor so that I can help people. How about you?” Bridget: “I’m interested in business. I want to be a sales- woman, or maybe open a small business and become an entrepreneur.” Hector : “That’s __, too.”
- 52. Grammar Game Variety of games are designed to practice a grammar point in context, using lots of repetition. • I’m going to supermarket • …………… to library • ……………to cinema • I need a little butter • …………..few books • …………..little medicineLarsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. (Page 47)
- 53. • I’m going to supermarket • …………… to library • ……………to cinema • I need a little butter • …………..few books • …………..little medicine
- 54. Conclusion The audio-lingual method focuses on speaking and listening competence stressing repetition and habit formation to learn a second or a foreign language. This method make the learner understand the second language by memorizing and practice speaking with drilling from the people communication.
- 55. References Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford, England: Oxford University Press. Mustafa.The audiolingual method. http: //www.slideshare.net. Diakse pada 25 Oktober 2016 Anonym.2012.audio lingual method for teaching speakinggrammar.http://4learningenglish.wordpress.com. Diakses pada 25 Oktober 2016. Anonym. Audio lingual method teaching engish. http://log.about-esl.com.diakses pada 25 Oktober 2016.
- 56. Backdrops: - These are full sized backdrops, just scale them up! - Can be Copy-Pasted out of Templates for use anywhere! www.animationfactory.com