What is linguo-cultural teaching and learning?

Advantages:
 The first and biggest advantage is about the results. In fact, Suggestopedia speeds the acquisition process up by at least 6 times (up to 10 times, in many cases). This means people learn much faster and the acquisition is deeper compared to the acquisition process taking place with other methods.
 The amount of input students absorb during a suggestopedic course is much bigger compared to what they would acquire through other methods. This means people acquire more, in less time. The programme is dense. Suggestopedic teachers take beginner level students to the intermediate level in 72 hours.
 From the learners’ point of view, the acquisition process is a flow of enjoyable and playful activities, such as language games, music-based activities, dances and drama. Although the students are exposed to a huge amount of stimuli, they never feel under pressure, stressed or frustrated by this. The key point is that, in a suggestopedic lesson, students learn as smoothly as they did when they were little kids.
 No homework needed. This is another interesting feature. The acquisition process takes place during the classes only. The students don’t need to revise the lessons at home or to do homework.
 The method takes the students to absorb the target language and to become able to produce the target language in a creative and spontaneous way. During a classical, 72-hour, suggestopedic language course people absorb about 2,500 lexical units and can creatively put into use about 1,800 lexical units.
Disadvantages:
 The overall framework is intense and requires the teacher to necessarily stick to it. One of the main reasons why many suggestopedic teachers are not delivering so many courses is down to the fact they need to respect the original framework, which means delivering about 3.5 hours of lesson a day over a month. The main difficulty many teachers encounter is related to the students’ actual availability. In fact, the students are supposed to attend the classes 5 days a week (on average) for 3.5 hours a day over a month. That’s pretty intense and not everybody can give such availability nowadays.
 The teacher must take a specific training and get certified in Suggestopedia. In other words, this is not the kind of method you learn about from books.
 The quantity of materials a suggestopedic teacher needs to prepare is – oh my Goodness! – seriously BIG.
 The training room should be a classroom specifically dedicated to the suggestopedic course. Also, it should be always the same during the whole course – no change of room whatsoever. Furthermore, it would be recommended to choose a welcoming room, looking more like a domestic living room, rather than a school classroom.

31. 
    Stages of suggestopedia
    

1967. Suggestopedia was founded in the 70s by Professor Lozanov and it was acknowledged in the late 70s by an international group of UNESCO experts.
As a result of their observations of experimental lessons in 1978, the UNESCO experts came to the following conclusions:
Suggestopedia is a generally superior teaching method for many subjects and for many types of students, compared with traditional methods.
Standards should be set up for the training, certification and maintaining of standards of suggestopedic training.
Suggestopedic training of teachers of various competences should be started as soon as possible.
An International Association of Suggestology and Suggestopedia should be set up that is affiliated with UNESCO and should have the assistance and guidance of Dr. Lozanov (for training, research, coordination and publication of results).
32. Teacher ’s and students role in suggestopedia.
Suggestopedia aims to establish a “teacher-student relation like that of parent to child” The student is supposed to engage in role-plays, games, songs, and gymnastic exercises

Not only do they guide students in academics or extracurricular activities, but teachers are also responsible for shaping a child's future, making him/her a better human being. A teacher imparts knowledge, good values, tradition, modern-day challenges and ways to resolve them within students.

The primary teacher’s role in Suggestopedia classroom as cited from Richard Rodger is that the teacher has to create situations in which the learner feels impressionable. The second role is teacher has to encourage the students to learn English. Encouraging the students is the significant role of teacher in Suggestopedia classroom; by encouraging the student will obtain positive reception and retention Richard Rodgers.Based on Freeman the teacher must decrease the students’ limitation and increase the students’ motivation. Moreover, the teacher has to give secure feeling to the students. Freeman states if the students feel secure, they can be more spontaneous and less inhibited in learning.

According to Richard Rodgers there are two roles of learners in suggestopedia classroom. The first role is learners must not try to figure out, manipulate, or study the material presented but must maintain a pseudo-passive state, in which the material rolls over and through them. The second role is students are expected to tolerate and in fact encourage their own “ infantilization” Richard Rodger. In part this is accomplished by acknowledging the absolute authority of the teacher and in part by giving themselves over to activities and techniques designed to help them regain the self- confidence, spontaneity, and receptivity of the child. Richard Rodger. It can be said that infantilization means reduce to an infantile state or condition.

33.What are the three principles of direct method?
According to Champion, “The direct method is a method of teaching English directly. To teach English directly is to establish a direct or immediate association between experience and expression, between the English word, phrase, or idiom and as meaning in other words of establishing in connection with English the same habit of direct experience as exists is the use of mother-tongue.”
Aims of Direct Method:
Champion has pointed out the following four aims of the direct method:
(1) To make the pupil think in English
(2) To enable the pupil express his thoughts and feelings directly by means of English with the intervention of his mother tongue.
(3) To enable the pupil that instinctive unerring language sense which we all possess in varying degrees in the mother tongue.

34. 
    What types of teaching styles used in the direct method.
    

Teaching styles used in the direct method approach are:
Showing or using multiple examples of a word or concept: There should be an overkill of props, images, or gestures used to make sure the point comes across for a student. The overuse is needed to ensure comprehension since there is no translation being used at all.
Props and TPR (total physical response): Visual cues are extremely important for a student learning with the direct method. The student needs to see the image or the action many times in order to associate the concept with the new word or language they are learning. 
Listening and repetition: Not only do the students need to see something to create an association, but they also need to hear something. They need to hear how the language is used, how it is pronounced, and how to incorporate it into their oral communication. 
Speaking: the students need to be able to practice the concepts of words they are learning. Once they have seen it, seen examples, heard it, and created an association of a word or concept in their mind, they will need to put it into practice with actually speaking and communicating. Give them ample opportunity to try to speak and praise them when they are correct. If you don’t understand, be patient and repeat the examples, TPR, images, etc.
Make sure to have a non-threatening environment: It is vital to create a safe space for the students to attempt to communicate using their newly acquired language. The students should receive rewards and praise when they effectively speak and gentle correction and repetition when needed due to errors. 
35.What is Direct method.
The Direct Method is a method “in which a new word or expression is connected in the pupil’s mind directly with what it stands for and not through the medium of vernacular.” According to Webster’s New International Dictionary, “Direct Method is a method of teaching a foreign language, especially a modern language through conversation, discussion and reading in the language itself without use of the pupil’s language, without translation and without the study of formal grammar. The words are first taught by pointing to object or picture or by performing action.”
36.Main advantages of direct method.
Advantages claimed by the Direct Method
1. English is taught in the medium of English and not in the medium of the mother-tongue.
2. The child gets many opportunities to listen to spoken English. This is very important for language mastery.
3. The Direct Method follows the natural way of learning a language. The child listens and speaks. He acquires fluency in English speech.
4. The Direct Method lays stress on oral work. The child gets to improve his speech habits, including pronunciation.
5. The Direct Method helps the child to think in English without the aid of the mother-tongue. This strengthens his ability of self-expression.
6. There is an ample scope for the use of audio-visual aids. These aids make the teaching work easy, interesting and more concrete.
7. The method is the quickest way of getting started in English.
8. The Direct Method prepares an easy ground for written English.
9. There is good scope for activity. The teaching work becomes interesting.
10. It is the method of a living language, not of a dead one.
37.Main disadvantages of teaching direct Method.
Limitations of the Direct Method
1. The method is no doubt, very useful for the early stage. It does not work well in higher classes. Certain aspects of language-study are neglected. It is an incomplete method.
2. Speech is given importance at the cost of reading and writing.
3. Every teacher cannot be expected to teach with the Direct Method. It requires teachers who are skilled in handling language material.
4. It is an expensive method. Aids have an important place in this method. But many schools cannot afford to buy such aids as projector, linguaphone, etc.
5. The method is more suitable for small-sized classes. In Indian schools, we have over-crowded classes. The use of the method may give out undesirable results.
6. All vocabulary items cannot be taught through direct association. The teacher may feel some difficulty when he wants to explain the difference between, say, ‘beautiful’ and ‘pretty’.
7. The success of the Direct Method depends upon Direct Method Readers. But such Readers are not available.
8. It is likely to prove a time-consuming method. Indian students have weak language sense or weak background. They will pose to have understood what is taught when actually they have not.
9. It lays stress on student’s command on language without systematic reading lessons and written work.
According to Champion, “The direct method is a method of teaching English directly. To teach English directly is to establish a direct or immediate association between experience and expression, between the English word, phrase, or idiom and as meaning in other words of establishing in connection with English the same habit of direct experience as exists is the use of mother-tongue.”
38.Distinguish peculiarities of Grammar-translation method and Direct Method.
Characteristics of Grammar translation method:
Classes are taught in the mother tongue
Much vocabulary is taught in the form of lists of isolated words.
Little or no attention is given to pronunciation.
Reading of difficult texts is begun early.
Long, elaborate explanations of the intrincacies of grammar are given.
Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.
Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
Main Features of the Direct Method. The main features of the Direct Method have been described by H.E. Palmer. These are
1. Translation in any shape or form is banished from the classroom, including the use of the mother-tongue and of the bilingual dictionary.
2. Grammar, when it is taught, is taught inductively.
3. Oral teaching precedes any form of reading and writing.
4. The use of disconnected sentences is replaced by the use of connected texts.
5. Pronunciation is to be taught systematically on more or less phonetic basis. The meanings of new words and forms are taught by means of direct objects, actions or in natural contexts.
6. The vocabulary and structures of the language are inculcated to a large extent by questions asked by the teacher and answered by the pupils.

39.Main Features of the Direct Method. (H.E. Palmer)

Main Features of the Direct Method. The main features of the Direct Method have been described by H.E. Palmer. These are
1. Translation in any shape or form is banished from the classroom, including the use of the mother-tongue and of the bilingual dictionary.
2. Grammar, when it is taught, is taught inductively.
3. Oral teaching precedes any form of reading and writing.
4. The use of disconnected sentences is replaced by the use of connected texts.
5. Pronunciation is to be taught systematically on more or less phonetic basis. The meanings of new words and forms are taught by means of direct objects, actions or in natural contexts.
6. The vocabulary and structures of the language are inculcated to a large extent by questions asked by the teacher and answered by the pupils.
40.The origin of Communicative Language Teaching (CLT)
The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. Until then, Situational Language represented the major British approach to teaching English as a foreign language. In Situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities.British applied linguists emphasized another fundamental dimension of language that was inadequately addressed in current approaches to language teaching at that time - the functional and communicative potential of language. They saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of structures.
Another impetus for different approaches to foreign language teaching came from changing educational realities in Europe. With the increasing interdependence of European countries came the need for greater efforts to teach adults the major languages of the European Common Market and the Council of Europe, a regional organization for cultural and educational cooperation. Education was one of the Council of Europe's major areas of activity. It sponsored international conferences on language teaching, published monographs and books about language teaching. The need to articulate and develop alternative methods of language teaching was considered a high priority.

41. 
    The role of text-based materials in Communicative Language Teaching
    

TEXT-BASED MATERIALS
There are numerous textbooks designed to direct and support Communicative Language Teaching. Their tables of contents sometimes suggest a kind of grading and sequencing of language practice not unlike those found in structurally organized texts. Some of these are in fact written around a largely structural syllabus, with slight reformatting to justify their claims to be based on a communicative approach. Others, however, look very different from previous language teaching texts. Morrow and Johnson's Communicate (1979), for example, has none of the usual dialogues, drills, or sentence patterns and uses visual cues, taped cues, pictures, and sentence fragments to initiate conversation. Watcyn-Jones's Pair Work (1981) consists of two different texts for pair work, each containing different information needed to enact role plays and carry out other pair activities. Texts written to support the Malay-sian English Language Syllabus (1975) likewise represent a departure from traditional textbook modes. A typical lesson consists of a theme (e.g., relaying information), a task analysis for thematic development (e.g., understanding the message, asking questions to obtain clarification, asking for more information, taking notes, ordering and presenting information), a practice situation description (e.g., "A caller asks to see your manager. He does not have an appointment. Gather the necessary information from him and relay the message to your manager."), a stimulus presentation (in the preceding case, the beginning of an office conversation scripted and on tape), comprehension questions (e.g., "Why is the caller in the office?"), and paraphrase exercises.

41. 
    The role of task-based materials in Communicative Language Teaching
    

TASK-BASED MATERIALS
A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching classes. These typically are in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets. In pair-communication materials, there are typically two sets of material for a pair of students, each set containing different kinds of information. Sometimes the information is complementary, and partners must fit their respective parts of the "jigsaw" into a composite whole. Others assume different role relationships for the partners (e.g., an interviewer and an interviewee). Still others provide drills and practice material in interactional formats.

41. 
    The role of realia in Communicative Language Teaching.
    

REALIA
Many proponents of Communicative Language Teaching have advoated the use of "authentic," "from-life" materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspapers, or graphic and visual sources around which communicative activities can he built, such as maps, pictures, symbols, graphs, and charts. Different kinds of objects can be used to support communicative exercises, such as a plastic model to assemble from directions.

41. 
    What types of instructional materials play crucial role in Communicative Language Teaching?
    

A wide variety of materials have been used to support communicative approaches to language teaching. Unlike some contemporary methodologies, such as Community Language Learning, practitioners of Communicative Language Teaching view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use. We will consider three kinds of materials currently used in CLT and label these text-based, task-based, and realia.

41. 
    The role of Teachers and Learners in Communicative Language Teaching.
    

Learner roles
The emphasis in Communicative Language Teaching on the processes of communication, rather than mastery of language.
Teacher roles
Several roles are assumed for teachers in Communicative Language Teaching, the importance of particular roles being determined by the view of CLT adopted. Breen and Candlin describe teacher roles in the following terms:
The teacher has two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it. These roles imply a set of secondary roles for the teacher; first, as an organizer of resources and as a resource himself, second as a guide within the classroom procedures and activities.... A third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities.

41. 
    Explain the role of analyst, counselor and group process manager in Communicative Language Teaching
    

counselor
Another role assumed by several CLT approaches is that of counselor, similar to the way this role is defined in Community Language Learning. In this role, the teacher-counselor is expected to exemplify an effective communicator seeking to maximize the meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.
GROUP PROCESS MANAGER
CLT procedures often require teachers to acquire less teacher-centered classroom management skills. It is the teacher's responsibility to organize the classroom as a setting for communication and communicative activities. Guidelines for classroom practice (e.g., Littlewood 1981; Finocchiaro and Brumfit 1983) suggest that during an activity the teacher monitors, encourages, and suppresses the inclination to supply gaps in lexis, grammar, and strategy but notes such gaps for later commentary and communicative practice. At the conclusion of group activities, the teacher leads in the debriefing of the activity, pointing out alternatives
and extensions and assisting groups in self-correction discussion. Critics have pointed out, however, that non-native teachers may feel less than comfortable about such procedures without special training.
The role of instructional materials
A wide variety of materials have been used to support communicative approaches to language teaching. Unlike some contemporary methodologies, such as Community Language Learning, practitioners of Communicative Language Teaching view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use. We will consider three kinds of materials currently used in CLT and label these text-based, task-based, and realia

41. 
    Write about main objectives of teaching communicative Language Teaching
    

Objectives
Piepho (1981) discusses the following levels of objectives in a communicative approach:
1. an integrative and content level (language as a means of expression)
2. a linguistic and instrumental level (language as a semiotic system and an object of learning);
3. an affective level of interpersonal relationships and conduct (language as a means of expressing values and judgments about oneself and others);
4. a level of individual learning needs (remedial learning based on error analysis);
5. a general educational level of extra-linguistic goals (language learning within the school curriculum).
(Piepho 1981: 8)
These are proposed as general objectives, applicable to any teaching situation. Particular objectives for CLT cannot be defined beyond this level of specification, since such an approach assumes that language teaching will reflect the particular needs of the target learners. These needs may be in the domains of reading, writing, listening, or speaking, each of which can be approached from a communicative perspective. Curriculum or instructional objectives for a particular course would reflect specific aspects of communicative competence according to the learner's proficiency level and communicative needs.
Write about main characteristics of communicative language teaching
Communicative Language Teaching has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of language follow.
1. Language is a system for the expression of meaning.
2. The primary function of language is for interaction and communication.
3. The structure of language reflects its functional and communicative uses.
4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

41. 
    Theories of linguists on Communicative Language Teaching
    

Theory of learning
In contrast to the amount that has been written in Communicative Language Teaching literature about communicative dimensions of language, little has been written about learning theory. Neither Brumfit and Johnson (1979) nor Littlewood (1981), for example, offers any discussion of learning theory. Elements of an underlying learning theory can be discerned in some CLT practices, however. One such element might be described as the communication principle: Activities that involve real communication promote learning. A second element is the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982). A third element is the meaningfulness principle: Language that is meaningful to the learner supports the learning process. Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use (rather than merely mechanical practice of language patterns). These principles, we suggest, can be inferred from CLT practices (e.g., Little-wood 1981; Johnson 1982). They address the conditions needed to promote second language learning, rather than the processes of language acquisition.
More recent accounts of Communicative Language Teaching, however, have attempted to describe Johnson (1984) and Littlewood (1984) consider an alternative learning theory that they also see as compatible with CLT-a skill-learning model of learning. According to this theory, the acquisition of communicative competence in a language is an example of skill development. This involves both a cognitive and a behavioral aspect:
The cognitive aspect involves the internalisation of plans for creating appropriate behaviour. For language use, these plans derive mainly from the language system — they include grammatical rules, procedures for selecting vocabulary, and social conventions governing speech. The behavioural aspect involves the automation of these plans so that they can be converted into fluent performance in real time. This occurs mainly through practice in converting plans into performance. (Littlewood 1984: 74)
This theory thus encourages an emphasis on practice as a way of developing communicative skills.
50. Distinguish functions of Audio-Lingual method and Communicative Language Teaching.
Differences

There are many differences between the two methods due to the structure of the approaches. Both methods have different goals for the student. The focus of ALM is to get the speech at a native level, with the focus on pronunciation, stress and rhythm (fluency) whereas CLT focuses on communication comprehension (accuracy). ALM requires the students to carefully avoid their errors as they are learning a set of habits. Whereas in CLT errors are overlooked as it considered to be part of their development. The desired goal for each method differs, with CLT aiming for communicative competence and ALM aiming for linguistic competence.

Communicative language and audio-lingual student roles are affected by the difference of teaching methods, altering the expectations of the students. ALM does not allow translation in their practices, especially in early levels but in CLT, translation may be used if it is beneficial for the student. They can’t use their native language in ALM but this is not the same case for CLT as communicating in the second language is only encouraged. Students aren’t required to read or write till their speech is mastered in ALM. However, CLT it can start from the first day.

51. 
    The use of Communicative Language Teaching in FLT.
    

CLT methods primarily focus on the interaction during a classroom-based foreign language class or online language learning session, in which students actually produce speech and engage in conversations for most of the classroom time using the target language.The main purpose behind communicative language teaching methods is to prepare students to be confident communicators in different real-life contexts, through repetitive oral practices and student-student cooperation. In CLT, communication is the end and the means of the teaching method.

51. 
    Define the difference between Approach, Method and techniques
    

E.Antony identified three levels of conceptualization and organization, which he named approach, method and technique, According to his model: approach is the level at which assumptions and beliefs about language and language learning are specified; methodis the level at which theory is put into practice and at which choices are made about particular skills to be taught, the content to be taught, and the order in which the content will be presented; techniqueis a level at which classroom procedures are described.
Approach is considered to be the, theory about the feature of language and language learning that stands as the source of practices and principles in language teaching. Thus, methods are held to be fixed in teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. Method can be distinguished according to the teaching and learning context and it is used in wide context (Communicative language teaching) and narrow context (project work, problem-solving, brainstorming). Approach and method are based on the principles as initial theoretical points. Procedure itself includes task, techniques and activities. Tasks and activities can be considered as exercises. Technique is a way for a teacher to organize a learner's activity. Through techniques we develop in learners productive, receptive and interactive skills that are necessary for effective communication.

51. 
    The background of ALM
    

This teaching technique was initially called the Army Method, and was the first to be based on linguistic theory and behavioral psychology, developed during World War II at the University of Michigan in order to rapidly develop effective oral-aural skills in foreign languages for military personnel.
Charles Fries and Robert Lado are credited with the association of behaviourist psychology and a contrastive structural analysis of the target language to produce the following principles for foreign language learning :
Foreign language learning is basically a process of mechanical habit formation. Good habits are formed by giving correct responses rather than by making mistakes. By memorising dialogues and performing pattern drills the chances of producing mistakes are minimized.
Language skills are learned more effectively if the items to be learning in the target language are presented in spoken form before they are seen in written form.
Analogy provides a better foundation for language learning than analysis. Analogy involves the processes of generalization and discrimination.
The meanings that the words of a language have for the native speaker can be learned only in a linguistic and cultural context and not in isolation.
This method is still in use today.The most superb supporters of this method were Giorgio Shenker, who promoted guided self -learning with the Shenker method in Italy and Robin Callen, who created the Callen method. Larsen-Freeman(2000,p.47-50) provides expanded descriptions of some common or typical techniques closely associated with the Audio-Lingual method.

51. 
    The characteristics of ALM in FLT
    

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 If you can only memorize words, you will miss out on opportunities such as understanding and conveying information, which is the main function of language. Therefore, if possible watch programs in the language you are learning. Listen BBC Learning English weekly podcasts on the bus, from home to work, from work to home, to study, do not waste your time. Watching movies with subtitles is also a huge benefit. On the one hand, you will have a good time watching an interesting movie, on the other hand you will memorize a lot of English words.

51. 
    Write about techniques used in ALM
    

The techniques used by the Audiolingual Method are:
1. Repetition drill: this drill is often used to teach the lines of the dialogue. Students are asked to repeat the teacher’s model as accurately and as quickly as possible.
2. Single- slot substitution drill: the teacher says a line, usually from the dialogue. Next, the teacher says a word or a phrase (called cue). The students repeat the line from the dialogue which the teacher has given them, substituting the cue into the line in its proper place. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.
3. Question-and-answer drill： this drill gives students practice with answering questions. The students should answer the teacher’s question very quickly. Although we did not see it in our lesson here, it is also possible for the teacher to cue the students to ask questions as well. This gives students practice with the question pattern.
4. Expansion drill： this drill helps students to produce longer sentence bit by bit, gradually achieving fluency. The main structure is repeated first, then students have to put cue phrase in its proper place. e.g.
5. multiple- slot substitution drill: this drill is similar to the single- slut substitution drill. The difference is that the teacher gives cue phrases, one at a time that fit into different slots in the dialogue line. The students must recognize what part of speech each cue is, or at least, where it fits into the sentence, and make any other changes, such as subject-verb agreement. They then say the line, fitting the cue phrase into the line where it belongs.
6. Backward build-up drill: this drill is used when a long line of dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line. The teacher begins with the part at the end of the sentence (and works backwards from there) to keep the intonation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs.
7. Chain drill： a chain drill gets its name from the chain of conversation that forms around the classroom as students, one-by-one, ask and answer questions of each other. The teacher begins the chain by greeting a particular student or asking him a question. That student responds and then turns to the student sitting next to him. The first student greets or asks a question of the second student and the chain continues. A chain drill allows some controlled communication, even though it is limited. A chain drill also gives the teacher an opportunity to check each student’s speech.
8. Complete the dialogue: selected words are erased from a dialogue students have learned. Students complete the dialogue by filling the blanks with the missing words.
9. Transformation drill: the teacher gives students a certain kind of sentence pattern, an affirmative sentence for example. Students are asked to transform this sentence into a negative sentence. Another example of transformations to ask of students are: changing a statement into a question, an active sentence into a passive one, or direct into reported speech.
10. Use of minimal pairs： the teacher works with a pair of words which differ in only one sound; for example, ‘ship/ sheep’. Students are first asked to find the difference between the two words and later to say the two words. The teacher selects the sounds to work on after she has done a contrastive analysis, a comparison between the students’ native language and the language they are studying.

51. 
    Write about advantageous and disadvantageous sides of ALM
    

Advantages
It was the first method which was based on scientific linguistic and psychological theories.
With its simpler techniques, this method widened the scope of the language learner.
Syntactic progression of language patterns receives more importance than vocabulary and morphology. 4. Language learning involved in learning different skills.
They promote the use of a simple technique
Disadvantages
Despite these advantages, ALM started to be criticized in the 1960s from different sources: first, between 1966 and 1972 Chomsky initiated a prolonged and heated debate on the method ’s language and learning principles. Secondly, it was found that the ALM didn’t act as the panacea for teachers who started to complain that not all their needs were met by this method. In addition, students expressed their dissatisfaction with the mechanical drills in classes and called them tedious and tiresome. They complained that what they acquired was more like parroting and less like real communication the required outside of their classrooms. For these reasons, since 1970 audio- lingual as a method came to its end, even though parts of it still continue to be used in the modern language teaching methods.

51. 
    What objectives of ALM do you know?
    

Objectives of the Audio-Lingual Method: Teachers want their students to be able to use the target language communicatively. In order to do this, they believe students need to overlearn the target language, to learn to use automatically without stopping to think. Their students achieve this by forming new habits in the target language and overcoming the old habits of their native language.

51. 
    Write about features of ALM
    

Features of the Audio-Lingual Method
1-Foreign language is the same as any other kind of learning and can be explained by the same laws and principles (Stimulus-Response- Reinforcement).
2- Learning is the result of experience and is evident in changes in behaviour. The aim is for linguistic competence and accuracy.
3- Foreign language learning is different from first language learning.
4- Foreign language learning is a process of habit formation.
5- Language learning proceeds by means of analogy (habit- formation involving discrimination and generalization) rather than analysis (deductive learning of rule, as the Grammar Translation Method) and involves attending to form and structure.
6- Errors are the result of first language interference and are to be avoided at all costs in the course of instruction. Teachers must specify what language the student will use and control student interaction with the language.
7- Focuses on all its practices and procedures shifted from reading, translating and deductive explanation of grammar rules to the listening, speaking and the inductive presentation of language patterns in the spoken language. The Techniques of ALM Dialogues and pattern practice form the basis of audiolingual classroom practice. The use of them is a distinctive feature of the Audiolingual Method.

51. 
    Explain the role of teachers and learners in use of ALM
    

TEACHER'S AND LEARNER'S ROLE
In the teacher’s roles the key is communication. The teacher models the target language. Since this method is teacher-dominated, the teacher is the one who controlled the direction and pace of learning and monitors and correct the learner’s perform. Moreover, the teacher keeps the students attention using drills and tasks. The teacher chooses an important situation to practice the structure. Also, the teacher show to students how words relate to meaning in the target language, and get individual students to talk. In the case of student’s role, since the teacher is a model for them. They have to imitate their teachers and follow the directions that the teacher gave them and have to answer as rapidly as possible. They are not allowed to use their native language since it is not good to master the foreign language.

1. whether (and to what degree) something is formally possible;

2. whether (and to what degree) something is feasible in virtue of the means of implementation available;
3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated;
4. whether (and to what degree) something is in fact done, actually performed, and what its doing entails.
This theory of what knowing a language entails offers a much more comprehensive view than Chomsky's view of competence, which deals primarily with abstract grammatical knowledge
60Take any two techniques of ALM and explain their application to the lesson
1. Repetition drill: this drill is often used to teach the lines of the dialogue. Students are asked to repeat the teacher’s model as accurately and as quickly as possible.
2. Single- slot substitution drill: the teacher says a line, usually from the dialogue. Next, the teacher says a word or a phrase (called cue). The students repeat the line from the dialogue which the teacher has given them, substituting the cue into the line in its proper place. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.
3. Question-and-answer drill： this drill gives students practice with answering questions. The students should answer the teacher’s question very quickly. Although we did not see it in our lesson here, it is also possible for the teacher to cue the students to ask questions as well. This gives students practice with the question pattern.
4. Expansion drill： this drill helps students to produce longer sentence bit by bit, gradually achieving fluency. The main structure is repeated first, then students have to put cue phrase in its proper place. e.g.
5. multiple- slot substitution drill: this drill is similar to the single- slut substitution drill. The difference is that the teacher gives cue phrases, one at a time that fit into different slots in the dialogue line. The students must recognize what part of speech each cue is, or at least, where it fits into the sentence, and make any other changes, such as subject-verb agreement. They then say the line, fitting the cue phrase into the line where it belongs.
6. Backward build-up drill: this drill is used when a long line of dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line. The teacher begins with the part at the end of the sentence (and works backwards from there) to keep the intonation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs.

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