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The audio-lingual method

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The audio-lingual method




Grammar translation methods emphasize reading and writing but ignore speaking of the target language. The direct method gave importance to speech but neglected other skills. So a new method known as the Audio Lingual method was evolved. This is one of the latest approaches to language teaching. The word 'audio' means 'listening' and 'lingual' means 'speaking'. This method emphasizes listening and speaking.

The audio-lingual method is based on a structural approach. It is said that every language has a limited number of patterns and structures. If we master them we can speak the target language and express ourselves. Language learning is just a matter of habit formation through repeated drills. So this method works through presenting and repeating the dialogue, presenting and drilling the new structure with new words.




Objectives of audio-lingual method:



The overall goal of the audio-lingual method was to create communicative competence in learners. The most effective way to do this was for students to "overlearn" the language being studied through stencil repetition and a variety of elaborate drills.
It was thought that the language "habits" of the first language would constantly interfere, and the only way to overcome this problem was to facilitate the learning of a new set of "habits" appropriate linguistically.




Salient features of audio-lingual method:




There are many features of the audio-lingual method which are described as follows;
  • More attention to structure and form than meaning.
  • Demand memorization structure-based dialogue.
  • Language items are not necessarily contextualized.
  • Language learning is learning structures, sounds, and words.
  • Mastery over learning is sought.
  • Drilling is a central technique.
  • The grammatical explanation is avoided.
  • The use of the student's native language and translation of Forbidden at an early level.
  • Reading and writing are deferred till peach is mustard.
  • That is, the linguistic system will be learned through the over teaching of the patterns of the system.
  • Linguistic competence is the desired goal.
  • Varieties of language are recognized but not emphasized.
  • The sequence of units is determined solely by principles of linguistic complexity.
  • Language is a habit, so the error must be prevented at all costs.
  • Accuracy, in terms of formal correctness, is the primary goal.




Techniques of audio-lingual method:




Dialogues and drills form the basis of audio lingual classroom practices. Various kinds of drills are used. Brookes includes the following;

1. Repetition

The student repeats an utterance aloud as soon as he has heard it. He does this without looking at the printed text. The utterance must be brief enough to be retained by the ear. Sound is as important as form and order.

2. Inflection

One word in an utterance appeared in another form when repeated.

3. Replacement

One word in utterance is replaced by another.

4. Restatement

The student rephrases an utterance and addresses it to someone else according to instruction. Tell him to wait for you. - wait for me.

5. Completion

The student hears an utterance that is complete except for one word, then repeats the utterance in completed form.

6. Transposition

A change in word order is necessary when a word is added.

7. Expansion

When a word is added it takes a certain place in the sequence.

8. Contraction

A single word stands for phrase or clause.

9. Transformation

A sentence is transformed by being made negative, interrogative, or through changes in tense, mood, voice, aspect, or modality.


Advantages of the audio-lingual method:

  • This method develops fluency in speaking the target language.
  • Students learn such structures as can be of immediate use for communication.
  • Auditory memory is imposed and students can wake fair auditory discrimination.
  • Structural patterns are systematically introduced and practiced stop reading and writing are not neglected.
  • Students participate actively in her classroom activities.
  • Choral responses protect the shy and weak student from embarrassment.
  • Students experience as students have achievements very early in their studies.


Disadvantages of audio-lingual method:



  • Students learn like well-trained parrots but are uncertain of the meanings of what they are saying.
  • Students are generally unable to use memorized materials in contexts other than what they have learned.
  • Memorization and drilling generally become mechanical and boring, causing fatigue and distaste.
  • This method is not so effective with adult learners, gifted students who are allergic to drilling and miming.
  • Only innovative and resourceful teachers can handle this method successfully.
  • Learners can cram incomprehensible material.
  • Grammar receives less attention than it deserves.
  • Grammatical patterns are presented in isolation.

Conclusion:

Audio-lingual method got popular in the 1960 century but died out in the 1970 century. John B. Carroll, a psychologist concluded:

The audio-lingual theory which is so prevalent in American foreign language teaching was, perhaps 15 years ago in step with the state of psychological thinking of that time but it is no longer abreast of recent developments. It is ripe for Major revision, particularly in the direction of joining it with some of the elements of learning theory.










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