Audio-lingual methods of teaching foreign language cоntents intrоductiоn

AUDIO-LINGUAL METHODS OF TEACHING FOREIGN LANGUAGE


CОNTENTS
INTRОDUCTIОN…………………………………………………………............. 3
CHAPTER I. THE AUDIO-LINGUAL METHOD: AN EASY WAY OF ACHIEVING SPEECH
1.1. The background, history and progress of audio-lingual method………………
1.2. The Audio-lingual Method is a method of foreign language teaching……10
1.3. The audio-lingual method and speech development……………………..
Conclusion on chapter I…………………………………………………18
CHAPTER II. ADVANTAGES AND DISADVANTAGES OF AUDIO LINGUAL METHOD IN TEACHING ENGLISH WITH EXAMPLES
2.1. A short-note on audio-lingual method and its characteristic …………...... 19
2.2. The use of audio-lingual method in teaching listening comprehension at the second year students……………………
2.3. Hоw tо help yоung leаrners to improve their audio-lingual skill…………. 27
Conclusion on chapter II ……………………………………….... 31
CОNCLUSIОN…………………………………………………………. 32
LIST OF USED LITERATURE…………………………………….. 34

CHAPTER I. THE AUDIO-LINGUAL METHOD: AN EASY WAY OF ACHIEVING SPEECH
1.1. The background, history and progress of audio-lingual method of teaching English language as a second or target language had begun its journey during World War II, flourishing as the Army method. It is also widely known as ALM. In the execution of learning process, ALM gives more practice, drill, memorize vocabularies, and the students are invited to learn directly without teacher of native language. The audio-lingual method, Army Method, or New Key, is a method used in teaching foreign languages. Arguing with the idea of the grammar translation method, which emphasized on reading and writing skill to teach foreign language, ALM (Audio Lingual Method) had preferred to emphasize on listening and speaking, the first two natural or spontaneous way of language learning, cherishing the believe that if a person can be a better speaker and listener first, he/she will be able to make himself/herself a better reader and writer constantly. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. The Audio-lingual Method strongly dominated the field of education in the 1950s and 1960s.
Audio-lingual method was the outcome of the involvement of three very important historical circumstances. The first step or historical circumstances regarding ALM was Leonard Bloomfield’s technique of memorization and repetition in the simple pattern focused foreign language. As there was a lacking of trained native teachers in America, who would guide learners and provide theoretical description, the linguists had to do it for themselves through observing the ideas required to document all the indigenous language spoken in America and fortunately it was Leonard Bloomfield, who had taken the first step to make the job done. The second circumstance took place during the outbreak of World War II. World War II suddenly necessitated the United States to produce a band of orally proficient speakers of different foreign languages. The US government then commissioned the American universities to develop a special language course for the army officials that would focus on aural or oral skills. This project was established in 1942 and labelled as the Army Specialized Training Programme (ASTP). The method was also known as the Informant Method since it employed a native speaker of the language, the informant, and a linguist. The informant served as a source of language for imitation, and the linguist supervised the learning experience. Due to its association with the army, the method, later on, came to be known as the Army Method. The third factor was B.F. Skinner’s behaviorism theory where he had introduced the imitation, repetition and positive or negative reinforcement in terms of learning language. The planners modelled their method based on the Army Specialized Training Programme (ASTP), the Structural Linguistics and the Behaviorist Theory. This combination of the trio of approaches led to the development of the Audio-lingual Method, which was widely adopted for teaching foreign languages in North American colleges and universities. The teaching of the oral skills with accurate pronunciation, grammar and the ability to respond quickly and accurately is the main objective of audiolingual method. Reading and writing skills may be taught but they are dependent on the oral skills (Richard and Rodgers, 1986).
The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
The skills of writing and reading are not neglected, but the focus throughout remains on listening and speaking. Dialogue is the main feature of the audio-lingual syllabus. Dialogues are the chief means of presenting language items. They provide learners an opportunity to practice, mimic and memorize bits of language.
In Audio Lingual Method, the teacher wants their students to be able to use the target language communicatively. Audio Lingual Method uses repetition, replacement, and question answer to drill speaking skill especially student's vocabulary.
The founders of the Audiolingualism Method, Lado, Fries, and others, not only possessed a convincing and powerful linguistic theory but also worked under the influence of the prominent school of psychology- the behavioral psychology.
Audio can cause less stress in the classroom and fewer discipline issues. With the help of microphone amplification, teachers can speak in their natural voice to teach their lessons and students no longer feel as though they either being admonished or ignored.
Audio files are also easy to create, easy to duplicate, and easy to use. Disadvantages of audio files include the fact that they are not interactive, and they do not provide the visual elements that many students desire. When using audio files for instruction, be sure to record them using the best equipment possible. The basic principles of the Audio-lingual Method can be listed as follows: 1) Language forms occur most naturally within a context. 2) The native language should be kept apart in order to prevent its interference on the target language. 3) The major role of the teacher is that of a model of the target language.
According to the Webster dictionary, audio-visual materials is defined as "training or educational materials directed at both the senses of hearing and the sense of sight, films, recordings, photographs, etc. used in classroom instructions, library collections or the likes".
Audio material includes anything heard such as the spoken word, a health talk or music. Radio and audio cassettes are good examples of audio aids. As the name implies, audio-visual materials combine both seeing and listening. These resources contain short audio clips and reflective questions to provide accessible learning for practitioners working in health and social care settings.
The ability to communicate clearly with high-quality audio is essential to achieving educational experiences that enable students to learn and communicate effectively. For teachers, the use of audio technology can help enhance communication and support engaging learning experiences in physical and digital classrooms. The audio, or auditory, sense is critically important because the ability to be understood connects us to the world. Hearing connects us to people and situations, enabling us to communicate in a way that none of our other senses can achieve. Audio helps recall memories, enhance brain activity and stimulate the brain (Molyneux, 2007). Audio media is very useful in developing the listening skills of students (especially for language learning). Audio media supports distance learning. Audio media helps in memorization (music, mnemonics, etc). linguistic aims of the Audio Lingual Method are:

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  Language learners are able to comprehend the foreign languge when it is spoken at. ...
  
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  Language learners are able to speak in acceptable pronunciation and grammat. ...
  
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  Language learners have no difficulties in comprehending printed materials,
  

The Audio-lingual Method (ALM) or audiolingualism grew out of foreign language teaching approaches developed during World War 2 at the University of Michigan in order to rapidly develop effective oral-aural skills in foreign languages for military personnel.