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AUDIOLINGUAL METHOD
KEYLA CASTRO
METHODOLOGY I
UNIVERSIDAD DE LAS
AMÉRICAS
The entry of the U.S into
world war II had a significant
effect on language teaching
in america.
Coleman report recomended
in 1929 a reading based
approach to foreign
languages for use in
American shcools and
colleges.
The U.S Government needed
                                 people whith fluency in other
                                 languages to work as a translators
                                 or interpreters.
                                 The Goverment ask to Universities
                                 to create a program for military
                                 personnel.
                                 ASTP, army specialized training
                                 program. By Leronard Bloomdield
                                 at Yale.


Dr. Charles Fries (1939 );
Michigan University.
Depeloped the first English
Language Institute in the U.S.
Teaching English as a 2nd
foreign language.
Theory of Language
   Structuralism:
-   Rule-govered way
-   Structural Level
    (phonetic, phonemic, morphological, syntax.
-   Behaviour
Theory of learning
   Process of mechanical habit formation.
   Skills are effective in a spoken way.
   Analogy provides better fundation than
    analysis
   Drills to form better analogies.
   Linguistics and culture.
Design
   Objectives:
-   Short-range; training comprehention
-   Long-range; used by the native speaker
   Syllabus:
-   Contains the key items of phonology, morphology and
    sintax.
-   In order to listening, speaking, reading and writing.
    Types of learning and teaching activities:
-   Dialogue and drills are essential to classroom practices.
   Repetition
   Inflexion
   Replacement
   Restatmen
   Complention
   Transposition
   Expansion
   Contraction
   Transformation
   Intergration
   Rejoinder
   Restoration
Learner’s role
Teacher’s role
The role of instructional
materials Books
         Tape recorders
         Audiovisual
         Language laboratory
Procedure
   Oral instruction
   Target language use
   Model dialogue;
    repetition, correction, pronunciation, memoriza
    tion.
   Dialogue adapted
   Structure; used for pattern drills.
   Textbook;
   Follow-up activities; language laboratory
The decline of audiolingualism
            Reached its period of
             most widespread use in
             1960.
            Attaqued as being
             unsound in language
             and learning terms.
            Professionals had short
             expectations in results.
            Unable to transfer skills
            Boring and unsatisfying
            Chomsky’s theory
Chomsky’s Theory
   “The fundamental properties of language
    derieve from innate aspects of the mind and
    from how humans processes experiences
    through language”
   Theory of the Beahaviour
   “Sentences are not learned by imitation or
    repetition but generated from the learner’s
    underlying competence.”
   Congitive code learning.
The alphabeth game
   Participate in share listening
    experiences, ideas in large and small groups.

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Audiolingual Method Key Elements

  • 1. AUDIOLINGUAL METHOD KEYLA CASTRO METHODOLOGY I UNIVERSIDAD DE LAS AMÉRICAS
  • 2. The entry of the U.S into world war II had a significant effect on language teaching in america. Coleman report recomended in 1929 a reading based approach to foreign languages for use in American shcools and colleges.
  • 3. The U.S Government needed people whith fluency in other languages to work as a translators or interpreters. The Goverment ask to Universities to create a program for military personnel. ASTP, army specialized training program. By Leronard Bloomdield at Yale. Dr. Charles Fries (1939 ); Michigan University. Depeloped the first English Language Institute in the U.S. Teaching English as a 2nd foreign language.
  • 4. Theory of Language  Structuralism: - Rule-govered way - Structural Level (phonetic, phonemic, morphological, syntax. - Behaviour
  • 5. Theory of learning  Process of mechanical habit formation.  Skills are effective in a spoken way.  Analogy provides better fundation than analysis  Drills to form better analogies.  Linguistics and culture.
  • 6. Design  Objectives: - Short-range; training comprehention - Long-range; used by the native speaker  Syllabus: - Contains the key items of phonology, morphology and sintax. - In order to listening, speaking, reading and writing.  Types of learning and teaching activities: - Dialogue and drills are essential to classroom practices.
  • 7. Repetition  Inflexion  Replacement  Restatmen  Complention  Transposition  Expansion  Contraction  Transformation  Intergration  Rejoinder  Restoration
  • 10. The role of instructional materials Books Tape recorders Audiovisual Language laboratory
  • 11. Procedure  Oral instruction  Target language use  Model dialogue; repetition, correction, pronunciation, memoriza tion.  Dialogue adapted  Structure; used for pattern drills.  Textbook;  Follow-up activities; language laboratory
  • 12. The decline of audiolingualism  Reached its period of most widespread use in 1960.  Attaqued as being unsound in language and learning terms.  Professionals had short expectations in results.  Unable to transfer skills  Boring and unsatisfying  Chomsky’s theory
  • 13. Chomsky’s Theory  “The fundamental properties of language derieve from innate aspects of the mind and from how humans processes experiences through language”  Theory of the Beahaviour  “Sentences are not learned by imitation or repetition but generated from the learner’s underlying competence.”  Congitive code learning.
  • 14. The alphabeth game  Participate in share listening experiences, ideas in large and small groups.