AUDIOLINGUALISM (ALM)Karen Johana Garay Alquichire Juan Felipe Cárdenas Serrano

Plan

History Theory Techniques Principles Roles Activity Conclusion

The Coleman Report in 1929 recommended a reading-based approach to foreign language teaching for use in American schools and colleges.

With World War II, America became aware that it needed people to learn foreign languages very quickly as part of its overall military operations. The "Army Method" was suddenly developed to build communicative competence in translators through very intensive language courses focusing on aural/oral skills.

This new method incorporated many of the features typical of the earlier Direct Method (1900).

The objective of the army programs was for students to attain conversational proficiency in a variety of foreign languages

In 1939 the University of Michigan developed the first English Language Institute in the Unite States; it specialized in the training of teachers of English as a foreign language and in teaching English as a second or foreign language.

The guidelines were published as Structural Notes and Corpus: A Basis for the Preparation of Materials to Teach English as a Foreign Language (American Council of Learned Societies 1952).

TheoryLearning

Behaviorism posits that all learning occurs as humans respond to external stimuli and their response is either rewarded or punished, which serves to increase or decrease the behavior. Psychologist B. F. Skinner.

APLICATION

Behaviorist theory was to be applied in the classroom, with teachers providing linguistic stimuli in the form of dialogues and drills," reinforcing students" correct responses, and correcting

their errors.

"The single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits"

Teaching

Oral instruction. Linguistics syllabus

The language skills

Techniques

• Dialog Memorization• Backward Build-up (Expansion Drill)• Repetition Drill• Chain Drill• Single Slot Substitution Drill• Multiple-slot Substitution Drill• Transformation Drill • Question-and-answer Drill• Use of Minimal Pairs • Complete the Dialog • Grammar Games

Principles

Foreign language learning is a mechanical process. Memorization and repetition of dialogues or other drill patterns minimize the risk of making a mistake and increase the chances of giving a correct answer that leads to reinforcement of good habits.

Foreign language can be learned and taught more effectively if it is presented in spoken form before students will see written form. “Aural-oral training is needed to provide the foundation for the development of other language skills” (Richards & Rodgers, 1987).

The meaning of words and phrases of a second language should be learned and taught in a linguistic and cultural context. “Teaching a language thus involves teaching aspects of the cultural system of the people who speak the language”

Learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses.

Teaching focuses on the external manifestations of learning rather than on the internal processes.

Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace, or style of learning.

They are not encouraged to initiate interaction.

Roles

Central and active

Models the target language, controls the direction and pace of learning.

Monitors and corrects the learners’ performance.

Learning is seen to result from active verbal interaction between the teacher and the learners.

Failure to learn results only from the improper application of the method.

Activity Time

Conclusions

References

Lanser-Freeman, D. (1986). Techniques and Principles in Language Teaching. United Kingdom: Oxford University Press.

Taber, J (2008). A Brief History of ESL Instruction: Theories, Methodologies, and Upheavals. Retrieved from: http://seattlecentral.edu/faculty/jgeorg/TESLSCCC/ABriefHistory.htm

Vieira de Bem, I & Flores N (2014). Improving Listening Improving Listening Comprehension In The Comprehension In The Audiolingual Method. Revista Textura.

Richards, J. C. & Rodgers, T.S. (1987). The Audiolingual Method. United Kingdom: Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.