Seminar on Language Teaching-ALM

THE AUDIOLINGUAL METHODSeminar on Language Teaching

Group Presentation

1. Desi Yanita K22080172. Zara Firsty Meutia K22080233. Jarmianik K22080374. Siti Fathonah W. K2208047

Content of Presentation

BackgroundApproach, Design, & ProcedureThe Weakness & StrengthThe Decline of ALMThe Application in Language Classroom

Background

• The entry of the United States into World

War II

• ASTP (the Army Specialized Training

Program)

• Student exchange

Approach

• A language is a set of habits … teach the

language not about the language … a

language is what its native speakers say,

not what someone thinks they ought to

say… language are different (quoted in

Rivers 1964: 5)

Theory of language

• Language is seen a system of related

elements. The mastery of the system is

the mastery of the language

• Each language is seen to have its own

unique system

Theory of language learning

• Learning as behavioral psychology

• The occurrence of these behavior is dependent

upon three crucial element in learning:

a. Stimulus

b. Response

c. Reinforcement

• Foreign language learning is basically a process of

mechanical habit formation

• Language skills are learned more effectively if the items to

be learned in the target language are presented in spoken

form

• Analogy provides a better foundation for language learning

than analysis

• The meaning that the words of language have for the

native speaker can be learned only in linguistic and

cultural context and not in isolation

Design

DESIGN Objectives

Types of learning

& teaching activities

Syllabus

Learner Roles;

Teacher Roles; & Role of

instructional

materials

Short-Term

Control of structure: sound, form, order

Acquaintance with vocabulary

Meaning

OBJECTIVES

Accuracy

Major phonological features of the target language

Fluency

• Use of key grammatical patterns

Sufficient Vocabulary

Focus: oral / speaking skill;depending on:

Objective Cont’d

• accurate pronunciation and grammar

• ability to respond quickly and accurately in

speech situation

• knowledge of sufficient vocabulary to use with

grammar patterns. 

SYLLABUS

Linguistic syllabus

phonology

morphology

syntax

Language skills are taught in

order:

-Listening-Speaking-Reading

-Writing

L-S-R-W

DIALOGUES

Contextualizing key structures; illustrate situationsRepetition; memorization

DRILLS

TYPES OF LEARNING & TEACHING ACTIVITIES

Learner

Reactive responding to stimuli

Little control over content, pace, & style of learning

LEARNER & TEACHER ROLES

• Teacher-oriented• Central roles: Language lab, tape-

recorders, & audio-visual equipments

ROLE OF INSTRUCTIONAL MATERIALS

Pronunciation

Presentation (new structure /

vocabulary) Reading

Procedure

Application of ALM in Teaching

• Student’s correct imitation

• No explicit grammar instruction

• Correct output and pronunciation

• The use of target language only

• Drilling is emphasized

Teaching process.....

• Presentation

Dialogue

Little explanation

L1 discouraged

Errors correction

Emphasis on accuracy

Accurate repetition

Dialogue memorization

• Practice

Pattern drills

Structure mastery

Emaphasis on fluency

• Application-----use of structure in different

contecxt

Principles.....

• L-S-R-W

• Language skill=habit formation

• Drilling

• Structure pattern-----repetitive drill

• Error free utterance

• Kinesthetic learning style

• Daily vocabulary and sentences

• No printed words

STRATEGIES USING AUDIO-LINGUAL METHOD

• Dialogue memorization

• Backward build up

• Transformation drill

• Complete the dialogue

• Dictation

• Flashcard

• Chain drill

• Alphabet drill

Using Audio-ligual Method...(Teacher’s consideration)

• The produced sentences are similar to practiced patterns.

• Rapid drilling

• Ignoring pronunciation error in grammar practice section

• Using hand motion

• Using normal English stress and intonation

• Meaningful drilling

• drillling+alternative activity

• Do not stand in one place.

The decline of Audio-lingual Method

1. The theoretical foundations of Audiolingualism

were attacked as being unsound in terms of

both language theory and learning theory.

2. Practitioners found that the practical results fell

short of expectations

3. Several alternative method proposals appeared

in the 1970s

AUDIOLINGUALISM (50’S) NEW PARADIGM (60’s):CHOMSKY, INNATISM

Behaviourism is attackedSkinner’s ideas are criticised.Mechanic learning is rejected.

Chomsky’s innatist positionLearning= making & testing hypotheses.Cognitive theory (mental processes)

Structuralism begins to loseimportance during the 60’s.Language is a habit structure.

Chomsky’s transformational generativegrammarLanguage is not a habit structure. Itinvolves the use of complex rules.Chomsky focuses on competence overperformance.

The ALM does not provide goodresults. Classes are boring andineffective (learners cannotcommunicate in real situations)

For over a decade no theoreticallygrounded method took the place of ALM.Minor methods Cognitive code, orhumanistic methods appear during the 60’s& 70’s:TPR, Suggestopedia & Silent way

The Advantages of Audiolingual Method

• Accessible for large group of learners.

• Drilling can be positively beneficial in helping a student to

develop his oral ability.

• Method leads to the development of simple techniques of

varied, graded, and intensive practice of specific features

of the language, and more scientifically selected and

systematically arranged materials and structural patterns

to go with.

• It achieves noticeable success in developing aural

comprehension and oral fluency.

• The audiolingual theory is probably the first language

teaching theory that openly claims to be derived from

linguistics and psychology.

• It develops the separation of the language skills into a

pedagogical device that is listening, speaking, reading and

writing.

The Disadvantages of Audiolingual Method

• The theoretical basis of the Audiolingual Method

was found to be weak.

• Basic method of teaching is repetition.

• Teachers complain about the lack of

effectiveness of the techniques in the long run,

and students complain about the boredom

caused by endless pattern drills.

• Learners have little control over the content,

pace or style of learning.

• The teacher’s role is central and active in the

Audiolingual Method.

• Materials in the Audiolingual Method are

primarily teacher-oriented.