8093939
Descripción
Mapa Mental por harold rojas, actualizado hace más de 1 año
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Creado por harold rojas
hace casi 8 años
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The Audiolingual
Method
- It is also called
the Army Method
- It was
established
the ASTP in
1942
- Army Specialized
Trainning Program
- Army Specialized
Trainning Program
- It was
established
the ASTP in
1942
- The government commisioned
American universities to develop
foreing language programs for
military personnel
- The objective of these
programs was to attain
conversational proficiency
- The objective of these
programs was to attain
conversational proficiency
- The methodology was derived
from the intensity of contact with
the target language
- Students studied ten hours a day, six day a
week
- The classes were with
few students but they
were highly motivated
- The classes were with
few students but they
were highly motivated
- Students studied ten hours a day, six day a
week
- The term was coined
by professor Nelson
Brooks
- primarily what is spoken and
only secondarily what is
wrriten (Brooks 1964)
- Speech has a
priority in
language teaching
- Speech has a
priority in
language teaching
- The audiolingualists
demanded a complete
reorientation of the foreign
language curriculum.
- The reformers advocated for a
speech-based instruction with
the primary objective of oral
proficiency
- Short term-objectives: listening
comprehension, accurate pronunciation,
recognition of speech symbols
- This mean that the focus in the
early stages is on oral skills
- The teaching of listening
comprehension, pronunciation,
grammar and vocabulary are all
realated to development of oral
fluency
- This mean that the focus in the
early stages is on oral skills
- Long-term objective: speaking as the
native users use the language
- Language skills are taught in order
of: listening, speaking, reading, writing
- Dialogues and drills are the basis
of audiolingual classroom
practices
- Dialogues are used for
repetition and memorization
- correct pronunciation, stress,
intonation, rhytm are emphasized
- The use of drills and pattern practice
is a distinctive feature of the
Audiolingual Method
- correct pronunciation, stress,
intonation, rhytm are emphasized
- Dialogues are used for
repetition and memorization
- Dialogues and drills are the basis
of audiolingual classroom
practices
- The reformers advocated for a
speech-based instruction with
the primary objective of oral
proficiency
- Is a method for English Language
teaching wich emphasize the
teaching of listening and speaking
before writing and reading
- Language in primarily
speech in audiolingual
theory
- Language in primarily
speech in audiolingual
theory
- Learner roles
- learners are viewed as organisms
that can vbe directed by skilled
training techniques to produce
correct responses
- Learners play a reactive role
by responding to stimuli
- They are not encouraged
to iniate interaction
- Learners play a reactive role
by responding to stimuli
- learners are viewed as organisms
that can vbe directed by skilled
training techniques to produce
correct responses
- Teacher roles
- The teacher role is
central and active
- The teacher models
the target language
- he or she controls
the pace of
learning
- Monitor and corrects the
learner's performance
- Monitor and corrects the
learner's performance
- he or she controls
the pace of
learning
- The teacher models
the target language
- Teacher must keep the
learners attentive
- vary the tasks and drills
- vary the tasks and drills
- The teacher role is
central and active
- Criticisms
- Teorethical foundations of
Audiolingualism were attacked as
being unsound both in terms of
language theory and learning
theory
- students were unable to
transfer skills acquired
through Audiolingualism to
real communication outside
the classroom
- Several people found
Audiolingualism classes
bored and unsatisfying
- Several people found
Audiolingualism classes
bored and unsatisfying
- students were unable to
transfer skills acquired
through Audiolingualism to
real communication outside
the classroom
- Practitioners found that the
practical results fell short of
expectations
- Teorethical foundations of
Audiolingualism were attacked as
being unsound both in terms of
language theory and learning
theory
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