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    Audiolingual Method

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    Anna Colomines Casas
    The document discusses the Audio-lingual theory which sees language learning as habit formation through repetition and drill. It was based on Behaviorism and used techniques like drilling, repetition of model sentences, and reinforcement of correct responses. While widely used in the 1950s-60s, it was later discovered that language acquisition involves understanding and context rather than habit formation alone.

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    Audiolingual Method

    Uploaded by

    Anna Colomines Casas
    8 views2 pages
    The document discusses the Audio-lingual theory which sees language learning as habit formation through repetition and drill. It was based on Behaviorism and used techniques like drilling, repetition of model sentences, and reinforcement of correct responses. While widely used in the 1950s-60s, it was later discovered that language acquisition involves understanding and context rather than habit formation alone.

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    Audiolingual method

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    The document discusses the Audio-lingual theory which sees language learning as habit formation through repetition and drill. It was based on Behaviorism and used techniques like drilling, repetition of model sentences, and reinforcement of correct responses. While widely used in the 1950s-60s, it was later discovered that language acquisition involves understanding and context rather than habit formation alone.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    8 views2 pages

    Audiolingual Method

    Uploaded by

    Anna Colomines Casas
    The document discusses the Audio-lingual theory which sees language learning as habit formation through repetition and drill. It was based on Behaviorism and used techniques like drilling, repetition of model sentences, and reinforcement of correct responses. While widely used in the 1950s-60s, it was later discovered that language acquisition involves understanding and context rather than habit formation alone.

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    Audio-lingual theory sees language learning as habit formation, so audio-lingual activities primarily use repetition

    and drill to teach students correct forms in the new tongue.

    The main activities include reading aloud dialogues, repetitions of model sentences, and drilling.

    Based on Skinner’s Behaviorism theory, it assumed that a human being can be trained
    using a system of reinforcement. Correct responses are positively reinforced immediately

    Correct behaviour receives positive feedback, while errors receive negative feedback.

    The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather
    on the acquisition of structures and patterns in common everyday dialogue.

    These patterns are elicited, repeated and tested until the responses given by the student in the foreign language are automatic.

    Some characteristics of this method are:

     Drills are used to teach structural patterns

     Set phrases are memorised with a focus on intonation

     Grammatical explanations are kept to a minimum

     Vocabulary is taught in context

     Audio-visual aids are used

     Focus is on pronunciation

    This extensive memorization, repetition and over-learning of patterns was the key to the method’s success, as students could often see
    immediate results, but it was also its weakness.

    It was discovered that language was not acquired through a process of habit formation.

    The method’s insistence on repetition and memorization of standard phrases ignored the role of context and knowledge in language
    learning. As the study of linguistics developed, it was discovered that language was not acquired through a process of habit formation,
    and that errors were not necessarily bad.

    It was also claimed that the methodology did not deliver an improvement in communicative ability that lasted over the long

    term.

    Using Dialogues as a Basis

    Because of the emphasis on natural spoken language, the audio-lingual method presents grammar and vocabulary
    through dialogues. Each dialogue also has a cultural context, such as shopping for clothing. 
    There are the characteristics of the Audio-Lingual method in language teaching (Murcia,
    1991,p.6): 1. Lessons begin with dialogues 2. Mimicry and memorization are used, based on
    the assumption that language is habit formation 3. Pronunciation is stressed from the
    beginning 4. Grammatical structures are sequenced and rules are taught inductively 5. Skills
    are sequenced: listening, speaking, reading, writing postponed 6. Vocabulary is severely
    limited in initial stages 7. A great effort is made to prevent learning errors. 8. Language is often
    manipulated without regard to meaning or context 9. The teacher must be proficient only in
    the structures, vocabulary. That they teaching since learning activities and materials are
    carefully controlled

    https://www.researchgate.net/publication/293731529_Audio_Lingual_Method IMPORTANT

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