audio-lingual-method

1、The audio-lingual method, Army Method, or New Key1, is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of rei

2、nforcementcorrect use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that st

3、udents be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didnt focus on teaching vocabulary. Rather, the teacher drilled students in the use of g

4、rammar.Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in

5、the same structure. In audio-lingualism, there is no explicit grammar instructioneverything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which th

6、e students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct opposition with communicative langua

7、ge teaching.Oral drillsDrills and pattern practice are typical of the Audio-lingual method. (Richards, J.C. et-al. 1986) These includeRepetition : where the student repeats an utterance as soon as he hears itInflection : Where one word in a sentence appears in another form when repeatedRep

8、lacement : Where one word is replaced by anotherRestatement : The student re-phrases an utteranceExample:Inflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.Replacement : Teacher : He bought the car for half-price. Student : He bought it for half-price.Restatement : T

9、eacher : Tell me not to smoke so often. Student : Don't smoke so often!The following example illustrates how more than one sort of drill can be incorporated into one practice session :“Teacher: There's a cup on the table . repeatStudents: There's a cup on the tableTeacher: SpoonStudents:

10、 There's a spoon on the tableTeacher: BookStudents: There's a book on the table推荐精选Teacher: On the chairStudents: There's a book on the chairFall from popularityIn the late 1950s, the theoretical underpinnings of the method were questioned by linguists such as Noam Chomsky, who poin

11、ted out the limitations of structural linguistics. The relevance of behaviorist psychology to language learning was also questioned, most famously by Chomsky's review of B.F. Skinner's Verbal Behaviorin 1959. The audio-lingual method was thus deprived of its scientif

12、ic credibility and it was only a matter of time before the effectiveness of the method itself was questioned.In 1964, Wilga Rivers released a critique of the method in her book, “The Psychologist and the Foreign Language Teacher.“ Subsequent research by others, inspired by her book, produc

13、ed results which showed explicit grammatical instruction in the mother language to be more productive.citation needed These developments, coupled with the emergence of humanist pedagogy led to a rapid decline in the popularity of audiolingualismcitation needed.Philip Smith's study

14、 from 1965-1969, termed the Pennsylvania Project, provided significant proof that audio-lingual methods were less effective than a more traditional cognitive approach involving the learner's first language.TodayDespite being discredited as an effective teaching methodology in 19703, audio-l

15、ingualism continues to be used today, although it is typically not used as the foundation of a course, but rather, has been relegated to use in individual lessons. As it continues to be used, it also continues to gain criticism, as Jeremy Harmer notes, “Audio-lingual methodology seems to b

16、anish all forms of language processing that help students sort out new language information in their own minds.” As this type of lesson is very teacher centered, it is a popular methodology for both teachers and students, perhaps for several reasons but in particular, because the input and output is

17、 restricted and both parties know what to expect.现状：The fact that audio-lingualism continues to manifest itself in the classroom is reflected in popular culture. Films often depict one of the most well-known aspects of audio-lingualism : the repetition drillThe Audio-lingual Method (ALM) was firmly

18、grounded in linguistic and psychological theory. Structural linguists of the 1940s and 1950s were engaged in what they claimed was a “scientific descriptive analysis” of various languages; teaching methodologists saw a direct application of such analysis to teaching linguistic patterns (fries 1945).

19、 At the same time, behavioristic psychologists advocated conditioning and habit-formation models of learning which were perfectly married with the mimicry drills and pattern practices of audio-lingual methodology.The characteristics of the ALM may be summer up in following list (adapted from Prator

20、and Celce-Murcia 1979):1.       New material is presented in dialog form.2.       There is dependence on mimicry, memorization of set phrases, and overlearning.3.       Structures are sequenced b

21、y means of contrastive analysis and taught one at a time.推荐精选4.       Structural patterns are taught using repetitive drills.5.       There is little or no grammatical explanation: grammar is taught by inductive analogy

22、rather than deductive explanation.6.       Vocabulary is strictly limited and learned in context.7.       There is much use of tapes, language labs, and visual aids.8.       Great importance is a

23、ttached to pronunciation.9.       Very little use of the mother tongue by teachers is permitted.10.   Successful responses are immediately reinforced.11.   There is a great effort to get students to produce error-free utterances.12.

24、60;  There is a tendency to manipulate language and disregard content.ALM Summarized· The audio-lingual method (ALM), also called the aural-oral or Army method, assumes that language learning is a matter of habit formation and errors require immediate correction so that bad habits can

25、not take hold. ALM relies on structured dialogues and repetitive drills to reinforce targeted language forms. Critics of audio-lingualism charge that it is not a thinking-person's method and fails to emphasize meaningful communication. However, research shows substantial language learning gains

26、in programs that combine communicative interactions with ALM's focus on language structure.The Dialogue· ALM activities are anchored in dialogues presented at the beginning of each teaching unit. These dialogues, with carefully controlled vocabulary and grammar, present a familiar sociocult

27、ural context and showcase specific grammatical patterns that will be the focus of the unit. Students are often asked to memorize dialogues and perform them in front of the class.Repetition Drills· To aid in dialogue memorization, students attempt to repeat exactly what the teacher says. Since A

28、LM is based on listening and speaking, the dialogue may be presented through listen-and-repeat drills before students see the printed words in the textbook. Here is a typical exchange:Teacher: "Hi, Mark. How's it going?"Students: "Hi, Mark. How's it going?"Backward Buildu

29、p· In this type of imitation drill, the teacher models language segments to be repeated, starting at the end of the sentence and working back, adding a chunk at a time until the entire phrase can be repeated fluently. For example:推荐精选Teacher: "Classroom."Students: "Classroom.&quo

30、t;Teacher: "The classroom."Students: "The classroom."Teacher: "In the classroom."Students: "In the classroom."Teacher: "Is in the classroom."Students: "Is in the classroom."Teacher: "Troy is in the classroom."Students: "Troy

31、is in the classroom."Substitution Drills· Students repeat sentences, making small changes based on substitutions. The following substitution drill reinforces subject-verb agreement:Teacher: "Mary is in the classroom."Students: "Mary in the classroom."Teacher: "The

32、girls."Students: "The girls are in the classroom."Teacher: "The child."Students: "The child is in the classroom."Teacher: "I."Students: "I am in the classroom."For more advanced substitution drills, the teacher can supply multiple constituents f

33、or substitution into the sentence, as in:Teacher: "Alex has a red car."Students: "Alex has a red car."Teacher: "The brothers. Three blue kites."Students: "The brothers have three blue kites."Transformation Drills· ALM activities often involve manipulating

34、 structures in a systematic way. In transformation drills, sentences are changed through the application of a grammatical rule. For example, students may be asked to turn a statement into a question:推荐精选Teacher: "Sandra is in the classroom."Students: "Is Sandra in the classroom?"Teacher: "The girls are in the classroom."Students: "Are th