Tuesday 20 October 2015

Audio-lingual method of Teaching English


Origins
}  1939 – Emergence of English as a Foreign Language
}  1942 – world war II – Army Specialized Training Program (ASTP)
}  Audio-lingual method – combination of structural linguistic theory, contrastive analysis, aural-oral procedures and behaviourist psychology
}  Professor Nelson Brooks – art of teaching into a science
Theory of Language
}  Language is speech, not writing
}  A language is what its native speakers speak, not what someone thinks they ought to speak.
}  Languages are different; they have similarities and differences which can systematically studied
}  Theory of Learning
}  Language is behaviour and behaviour is matter of habit.  Language learning is a mechanical skill and no intellectual process in involved in it; since language learning is mechanical linguistic behaviour is conditioned.  So, in the teaching of a language, the teacher should follow the stimulus-response-reinforcement pattern.
Stimulus-response-reinforcement pattern
Objectives
}  Language teaching begins with the spoken language; the material is taught orally before it is presented in the written form.
}  The target language is the only language of the class room; the mother tongue is not used
}  New language items are introduced and practiced situationally, through contextualized dialogues.
The Syllabus
}  Vocabulary selection
}  Items of grammar are called as structures and graded following the principle that simple forms are taught before complex ones.  Grammar is induced from examples given and no explicit grammar rules are to be provided
}  Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
Types of Learning and Teaching Activities
}  Dialogues-key structures in context and cultural aspects of TL
}  Drills – pattern practice - Brooks
}  Various kinds of drills

1. Repetition – without looking at the printed text
Example: I used to know him – I used to know him
2. Inflection – one word in an utterance appears in another form when repeated
Example: He bought the ticket – I bought the tickets
3. Replacement – one word in an utterance is replaced by another
Example: He bought this house cheap – He bought it cheap
4. Restatement – the student rephrases an utterance and addresses it to someone else
Example: Tell him to wait for you – Wait for me
5. Replacement – one word in an utterance is replaced by another
Example: He bought this house cheap – He bought it cheap
6. Restatement – the student rephrases an utterance and addresses it to someone else
Example: Tell him to wait for you – Wait for me
7. Completion –
Example: I’ll go my way and you go…
8. Transposition – change in word order
Example: I’m hungry – So am I
9. Expansion –
Example: I know him (well) – I know him well
10. Contraction – a single word for a clause or phrase
Example: Put your hand on the table – Put your hand there
11. Transformation – a sentence into negative, interrogative, voice, tense, etc
Example: He knows my address – He does not know my address, Does he know my address?, etc.
12. Integration –
Example:  I know that man.  He is looking for you. – I know the man who is looking for you.
13. Rejoinder – appropriate responses
Example: Thank you. – You’re welcome
14. Restoration –
Example: students/waiting/bus
Learner Roles
}  Organisms responding to the stimulus
}  A reactive role
}  Similar to SLT – active and passive
Teacher Roles
}  Similar to SLT
}  Teacher dominated method
}  Teacher is expected to work hard and to be more creative
Role of Instructional material
}  Assist teacher
}  Texts of dialogues and cues for drills and exercises
}  Tape recorders, audiovisual equipments, etc.
}  Language laboratory
Procedure
o             Oral instructions, Use of TL, Maximum ten students
ü  Students hear a model dialogue, repeat and memorize
ü  Dialogue is adapted to students’ interest and situation
ü  Certain key structures are chosen and used for drills
ü  Reading text books and enriching other skills
ü  Follow-up at laboratory


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