Origins
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1939 – Emergence of English as a Foreign
Language
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1942 – world war II – Army Specialized
Training Program (ASTP)
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Audio-lingual method – combination of
structural linguistic theory, contrastive analysis, aural-oral procedures and
behaviourist psychology
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Professor Nelson Brooks – art of teaching
into a science
Theory
of Language
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Language is speech, not writing
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A language is what its native speakers speak,
not what someone thinks they ought to speak.
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Languages are different; they have
similarities and differences which can systematically studied
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Theory of Learning
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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
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Language teaching begins with the spoken language;
the material is taught orally before it is presented in the written form.
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The target language is the only language of
the class room; the mother tongue is not used
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New language items are introduced and
practiced situationally, through contextualized dialogues.
The Syllabus
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Vocabulary selection
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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
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Reading and writing are introduced once a
sufficient lexical and grammatical basis is established.
Types of
Learning and Teaching Activities
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Dialogues-key structures in context and
cultural aspects of TL
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Drills – pattern practice - Brooks
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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
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Organisms responding to the stimulus
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A reactive role
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Similar to SLT – active and passive
Teacher
Roles
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Similar to SLT
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Teacher dominated method
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Teacher is expected to work hard and to be more
creative
Role of
Instructional material
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Assist teacher
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Texts of dialogues and cues for drills and
exercises
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Tape recorders, audiovisual equipments, etc.
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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
