THE AUDIOLINGUAL THE AUDIOLINGUAL

METHODMETHOD

--The Coleman Report ( 1929)The Coleman Report ( 1929)

--The entry of U.S into World War 2 The entry of U.S into World War 2

-The Army Specialized Training -The Army Specialized Training ProgramProgram

-American approach to ESL -American approach to ESL

-Leonard Bloomfield (informant--Leonard Bloomfield (informant-method)method)

-The first English Language Institute -The first English Language Institute by Michigan University (1939 )by Michigan University (1939 )

-The American Council of -The American Council of Learned Learned SocietiesSocieties

-The emergence of -The emergence of AudiolingualismAudiolingualism

APPROACHAPPROACH

Theory of languageTheory of language::

-Derived from stuctural linguistics. -Derived from stuctural linguistics. -Language is speech not writing. -Language is speech not writing. -Language is a set of habits. -Language is a set of habits. -What native speaker says is vital. -What native speaker says is vital. -Languages are different. -Languages are different.

Theory of LearningTheory of Learning

Behaviorism Behaviorism

--The study of human behaviorThe study of human behavior

Stimulus > Organism > Response Behavior Stimulus > Organism > Response Behavior = =

Reinforcement or no reinforcement/negative Reinforcement or no reinforcement/negative reinforcementreinforcement

To apply this theory to To apply this theory to language learning:language learning: • The stimulusThe stimulus: what is thought or : what is thought or

presented of the foreign languagepresented of the foreign language• The responseThe response: learner’s reaction to : learner’s reaction to

the stimulusthe stimulus• The reinforcementThe reinforcement: approval and : approval and

praise of the teacher or friends or praise of the teacher or friends or self satisfactionself satisfaction

Learning principles of Learning principles of Audiolingual MethodAudiolingual Method• A process of mechanical habit formationA process of mechanical habit formation• Using the spoken form of the target Using the spoken form of the target

language before written form in classroomlanguage before written form in classroom• Analogy: generalization and discrimination Analogy: generalization and discrimination

and inductive grammar teachingand inductive grammar teaching• Teaching words in linguistic and cultural Teaching words in linguistic and cultural

contextcontext

DesignDesign

• Speech based instruction with Speech based instruction with objective of oral proficiency objective of oral proficiency

• Cleaning of some old procedures Cleaning of some old procedures

ObjectivesObjectives• Short-range objectiveShort-range objective: accurate : accurate

pronunciation, listening pronunciation, listening comprehension, recognition of comprehension, recognition of speech symbols and using symbols in speech symbols and using symbols in writing.writing.

• Long-range objectiveLong-range objective: language as : language as native speaker uses.native speaker uses.

The SyllabusThe Syllabus

- - Morphlogical, phonological and Morphlogical, phonological and syntactic key itemssyntactic key items

- - Four basic skills are in order of Four basic skills are in order of listening, speaking, reading and listening, speaking, reading and writingwriting

Types of activitiesTypes of activities• DrillDrills s and dialoguesand dialogues (correct pronunciation, (correct pronunciation,

stress, rhytm and intonation)stress, rhytm and intonation) - repetition - inflection- repetition - inflection - replacement - restatement- replacement - restatement - completion - transposition - completion - transposition - expansion/contruction - expansion/contruction - integration - transformation- integration - transformation - restoration - rejoinder- restoration - rejoinder

•Learner Roles: Learner Roles:

- Reactive roleReactive role- Little control over learningLittle control over learning

Teacher Role:Teacher Role:• Dominant and active..Dominant and active..• Controlling the process of learning..Controlling the process of learning..• Varying activities..Varying activities..

According to Brooks:According to Brooks:• Harmonizing four skills in this order: Harmonizing four skills in this order:

hearing, speaking, reading, writing..hearing, speaking, reading, writing..• Teaching spoken language in dialogue..Teaching spoken language in dialogue..• Teaching some structure and vocabulary..Teaching some structure and vocabulary..• Teaching literary items..Teaching literary items..• Making students response individually or Making students response individually or

in chorus..in chorus..• Using or not using English..Using or not using English..• Modelling some language behavior and Modelling some language behavior and

rewarding students..rewarding students..

The role of Instruction The role of Instruction materials:materials:• Materials are under the control of Materials are under the control of

teacherteacher• Tape recordersTape recorders• Audiovisual equipmentsAudiovisual equipments• Language laboratories..Language laboratories..

ProcedureProcedureLittle provision for grammar and Little provision for grammar and

talking about the language talking about the language Target language as the center of Target language as the center of

instructionsinstructionsDiscouragement of translation and the Discouragement of translation and the

use of native languageuse of native language

Brooks’ procedure listBrooks’ procedure list::• The modelling of all learnings by the teacherThe modelling of all learnings by the teacher• The early and continued training of the ear The early and continued training of the ear

and tongueand tongue• The learniing of structure through the The learniing of structure through the

practice of patterns of sound, order and form practice of patterns of sound, order and form rather than by explanationrather than by explanation

• Summarizing of the main points of structureSummarizing of the main points of structure• Shortening of the time spent Shortening of the time spent

• Minimizing of vocabulary until Minimizing of vocabulary until structures have been learnedstructures have been learned

• The study of vocabulary only in The study of vocabulary only in contextcontext

• Practice in translation only as a Practice in translation only as a literary exercise at an advanced levelliterary exercise at an advanced level

In a typical audiolingual In a typical audiolingual lesson:lesson:• Hearing the dialogues including basic Hearing the dialogues including basic

structuresstructures• Changed certain key words by studentsChanged certain key words by students• The selection of certain key structures The selection of certain key structures

from the dialogue and practice in from the dialogue and practice in chorus, or individuallychorus, or individually

• Imitative writingImitative writing• More dialogue and drill work More dialogue and drill work

The decline of AudiolingualismThe decline of Audiolingualism• unable to transfer skills to real unable to transfer skills to real

communication outside the classroom .communication outside the classroom .•   boring and unsatisfying. boring and unsatisfying. • attacked as being attacked as being invalidinvalid in terms of both in terms of both

language theory and learning theory. language theory and learning theory.

  -Noam Chomsky (cognitive code learning) -Noam Chomsky (cognitive code learning)    ‘‘Language is not a habit structure’.Language is not a habit structure’.

CONCLUSIONCONCLUSION• Mechanistic aspects of language Mechanistic aspects of language

learninlearningg and language use. and language use.

Similarity between Similarity between SituationalSituational Language Teaching And Language Teaching And Audiolingulism:Audiolingulism:

• Focusing on the basic structures of the Focusing on the basic structures of the target ltarget laanguagenguage

Difference between Difference between Situational Language Situational Language Teaching and Teaching and AudiolingualismAudiolingualism::--Situational Language Teaching Situational Language Teaching does not have the strong links to does not have the strong links to linguistics and behavioral linguistics and behavioral psychology that characterize psychology that characterize AudiolingulismAudiolingulism