INTRODUCCIN A LA DIDCTICA DEL IDIOMA INGLS

JUDITH KRYSTEL HERNANDEZ TORRES

AUDIO-LINGUAL METHOD
MTODO AUDIOLINGISTICO

AUDIO-LINGUAL METHOD (MTODO AUDIOLINGISTICO)

Teora conductista: describe una asociacin entre estmulo y respuesta contigua,

de forma que si sabemos plantear los estmulos adecuados, obtendremos la
respuesta deseada. Esta variante explica tan solo comportamientos muy
elementales.

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unlike the direct method, the audio-lingual method didnt focus on teachingvocabulary.

OBJECTIVES
Short term:
It includes training in oral comprehension
The phonetic correction
Recognition of speech symbols as graphic signs on a printed page
The ability to play these symbols written

And long-term:
Master the language as native speakers
Having knowledge of the second language similar to possessing the
true native speaker.

ADVANTAGES
The skills of language is given importance. It aims at developing
listening and speaking skills.
The use of visual aids has proven effective in vocabulary teaching.
A larger group can study under this method .
Correct pronunciation and structure is learned .
It is grounded on solid theory of language learning.

DISADVANTAGE
The behaviorist approach to learning is now discredited.Many
scholars have proven its weakness.
It does not pay sufficient attention to communicative competence.
It only consider language form than the meaning.
This method does not give equal importance to all four skills.
It is mechanical method since it demands pattern practice, drilling,
memorization or over learning.
The learner have passive role, since they have little control on their
learning.

MAIN FEATURES
Each skills of language like listening, speaking, reading, writing were treated and
taught separately in the audio Lingual method.
This method primarily focus on listening and speaking.
The skills of writing reading is not neglected, but the focus throughout remained on
listening and speaking
Dialogue were the main features of the audio lingual syllabus and it form the
important media for instructions in the method.
Dialogues are the chief means of presenting language items .They provide learner an
opportunity to practice ,mimic and memorize bits of language.
Patterns drills is used as an important technique and essential part of this method for
language teaching and learning.
The Language Laboratory was introduced as an important teaching aid.
L1 was not given so much importance just ,same as thedirect methodbut it was not
followed so rigidly also.

PROGRAM
The starting point is a linguistic program that contains key elements of
phonology, morphology, syntax of the language organized in the order of
presentation.
These elements can be derived in part from a contrastive analysis of the
differences between the L1 and L2, since it is thought that these
differences might be the cause of the greatest difficulties that have the
student.
Dialogues and repeat exercises form the basis of audio-lingual
classroom practices. A lexicon program basic vocabulary elements
specified in advance.

STUDENT INTERVENTION
It is considered as the student body that can be addressed
through appropriate responses to produce proper training
techniques.Teaching focuses on learning the outward manifestation
of that internal processes.

TEACHER INTERVENTION
It is a controlled method by Professor
The teacher models the target language, controls the direction and
pace of learning. checks and corrects the performance of students. The
teacher must keep the students' attention by varying the exercises and
tasks, and must also choose the most appropriate locations to practice
structures.
Learning the language seems to produce by verbal intent between the
teacher and students.

ORAL DRILLS

Drills and pattern practice are typical of the Audio-lingual method.

(Richards, J.C. et-al. 1986) These include:

Repetition: where the student repeats an utterance as

soon as
he hears it

Inflection:

Where one word in a sentence appears in

another
form when repeated

Replacement:

Where one word is replaced by another

Restatement: The student re-phrases an utterance

EXAMPLES
INFLECTION:
Teacher: I ate thesandwich.
Student: I ate thesandwiches.

REPLACEMENT:
Teacher: He bought thecarfor half-price.
Student: He boughtitfor half-price.

REPLACEMENT:

Teacher: Tell me not tosmoke so often.

Student:Don'tsmoke so often!