Preface
The Audio-Lingual method is based on the theory that language learning is a question of habit
formation. It has its origins in Skinner’s principles of behavior
theory. Since learning is thought to be a question of habit formation, errors are considered to be
bad and to be avoided. Further, teachers “reward” students by saying
“Good!” and praising the class when they perform well.
The Audio-Lingual method addresses a need for people to learn foreign languages rapidly. It is best for beginning level English classes in a foreign language setting. All instruction in the class are given in English. A dialog is presented for memorization. The teacher asks the class to repeat each line of the dialog. Expansion drills are used for difficult sentences. The teacher starts with the end of the sentence and the class repeats just two words. A series of pattern practice drills then follow the introduction of the dialog.
The Audio-Lingual method addresses a need for people to learn foreign languages rapidly. It is best for beginning level English classes in a foreign language setting. All instruction in the class are given in English. A dialog is presented for memorization. The teacher asks the class to repeat each line of the dialog. Expansion drills are used for difficult sentences. The teacher starts with the end of the sentence and the class repeats just two words. A series of pattern practice drills then follow the introduction of the dialog.
Table
of content
Preface ……………………………………………………………………………………...... 1
Table of content ……………………………………………………………………………… 2
Background ………………………………………………………………………………….. 3
Theory of language ………………………………………………………………………….. 4
Theory of learning …………………………………………………………………………… 4
Objective ………………………………………………………………………………….…. 4
Syllabus ……………………………………………………………………………………… 4
Learner’s role ……………………………………………………………………………….. 4
Teacher’s role ……………………………………………………………………………….. 4
The role of instructional materials
…………………………………………………………... 5
Procedures …………………………………………………………………………………… 5
Strengths ……………………………………………………………………………………... 6
Weakness …………………………………………………………………………………….. 6
Conclusions ………………………………………………………………………………….. 6
References …………………………………………………………………………………… 7
Background
Audiolingualism came about as a result of a number
of developments in linguistics, psychology, and politics. In the 1940s,
linguists at the University of Michigan and other universities were engaged in
developing materials for teaching English to foreign students studying in the
U.S. Their approach, based on structural linguistics, relied on a contrastive
analysis of the students' native language and the target language, which they
believed would identify potential problems in language learning. Lessons
consisted of intensive oral drilling of grammatical patterns and pronunciation.
The approach became known variously as the Oral Approach, the Aural-Oral
Approach, or the Structural Approach.
At approximately the same time, the United States
was drawn into World War II and needed personnel who were fluent in foreign
languages. Upon finding a lack of Americans with sufficient language skills, in
1942 the U.S. government developed the Army Specialized Training Program, an
oral-based program based on intensive drilling and study. The success of this
program convinced a number of prominent linguists of the value of an intensive
oral approach to language learning. Most American schools and universities,
however, continued to employ the Grammar-Translation Method or the Reading
Method well into the 1950s.
In 1957 Russia launched Sputnik, the first
artificial satellite, causing the U.S. government to become concerned about
Americans' isolation from scientific advances in foreign countries due to their
lack of proficiency in foreign languages. The National Defense Education Act of
1958 provided funds for developing foreign language teaching materials and
training teachers, and language teaching specialists set about developing new
teaching methods. They drew upon the earlier Structural Approach and the Army
program, as well as on principles of behaviorist psychology. The new approach,
which Yale professor Nelson Brooks dubbed audio-lingual (Brooks, 1964,
p. 263), claimed to have transformed language teaching into a science.
The Audiolingual Method was widely adopted in the U.S. and Canada and served
as the principal approach to foreign language teaching in the 1960s. The
method's decline in the late 1960s and early 1970s was brought about by two
factors. First, linguist Noam Chomsky questioned the theoretical basis for the
method, particularly the assumption that external conditioning could account
for all language learning (Chomsky, 1959). Second, some language teachers and
students experienced frustration with the method's avoidance of grammar
explanations, its heavy emphasis on rote memorization and drilling, and its
failure to produce conversational ability in the foreign language (Hadley,
2001). These developments led to the eventual abandonment of the method,
although some of its practices, such as dialogue learning and pattern drills,
continue to be used in some foreign language programs.
The
theory of language
The theory of language
was structural linguistics or structural view of language that had developed
the traditional grammar. The primary of structural linguistic used oral
language as media of learning. Before learning how to write and read, the
important thing is learn how to speak.
The
theory of learning
The theory of learning
of Audiolingual method was behavioral psychology with the three elements which
are stimulus – response – reinforcement.
The objectives
The objectives of Audio lingual
method are short and long term objectives.
-
The short term consists of first;
the structure of sound, form and order in the new language, second;
acquaintance with vocabulary items, and third; meaning especially verbal
symbol.
-
The long term is get knowledge and
competency as native speaker.
The Syllabus
Audio lingual
method is used linguistic syllabus which contains the key items of phonology,
morphology, and syntax of language.
Learner roles
The
learners are directed to have skill and produce correct responses. They play
reactive role by responding the stimuli.
Teacher roles
The roles
of teacher are central and active. The teacher is dominated the method of
learning and models target of language.
The role of instructional materials
It
is a guide the teacher to develop language mastery of the learner. Tape
recorder and audiolingual equipment have central role in audiolingual course.
Procedure
Audio lingual
method is oral approach to language learning by involving extensive oral
instructions and drills in the teaching process.
Teaching
Procedure.1 (example) :
Listen (more than once) to a
conversation.
Have class repeat each line.
(several times)
Use backward build-up drill.
Ss adopt the role of the
conversation and dialogue with the teacher.
Repetition drill- mimic the
teacher’s model.
Chain drill- 1/ Ss have
opportunities to say his/her lines. 2/ let Ss use expression to communicate.
Teaching Procedure.2 (example) :
Substitute drill- Use the cue.
Transformation drill- e.g. change
affirmative sentences to negative sentences; active- passive
Through actions and examples, Ss have
learned to answer Qs following for the pattern T modeled.
Strength :
1. This method focus in L2.
2. The student can master the lesson.
3. Good pronunciation and so much vocabulary.
Weakness :
1. By using this method continually, students will be bored.
2. Must be taught by the Native speaker.
Conclusion
One
of the key principles of the Audio-Lingual method is that the language teacher
should provide students with a native-speaker-like model. By listening,
students are expected to be able to mimic the model. Based upon contrastive
analyses, students are drilled in pronunciation of words that are most
dissimilar between the target language and the first language. Grammar is not
taught directly by rule memorization, but by examples. The method
presumes that second language learning is very much like first language
learning.
REFERENCES
http://hafidgeorge.blogspot.com/2001/08/Audio-Lingual
method.html
www.google.co.id/#psj=1&q=procedure+of+audio+lingual+method
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