1.
Introduction
The Audio-Lingual
method is a teaching method of foreign language which emphasizes the teaching
of speaking and listening before reading and writing. This method was developed
in the united states during world war second. At that time there was a need for
people to learn foreign language rapidly for military purpose. This method also
known as aural-oral method. This method is based on the principle of behavior
psychology. It adapted many of the principle and procedures of Direct method.
Audio lingual method
uses dialogues and drills discouraging the use of mother tongue in the
classroom. Americans began to teach foreign language to the army with the helps
of this method because there was an acute need of fluency in foreign language
like French , German , Italian , and
many more.
According to Richard
& Rodgers.(1986) “It is an English language teaching theory in we teach our
target language through training”. In 1939, the University of Michigan
developed the first English language Institute in the United States: it
specialized in the training of teachers of English as a foreign language and in
teaching English as a second or foreign language.
The audio-lingual method has students listen
to or view recordings of language models acting in situations. Students practice with a
variety of drills, and the instructor emphasizes the use of the target language
at all times. The audio-lingual method was used by the United States Army for
"crash" instruction in foreign languages during World War II. Due to
weaknesses in performance, audio-lingual methods are rarely the primary method
of instruction today.
Thus,
audio lingual method became widely popular in teaching foreign language from
1950s to 1960s in U.S.A. Many linguists such as Leonard Bloomfield conducted
trainings as a part of their linguistic researches to provide perfect mastery
for students studying American Indian and other language. Similarly, other
various linguist also started to teach English as a foreign language. As a
result, the American approach to ESL was formulated in 1950’s decade. This
approach to teaching of foreign language is commonly known as Audiolingualism
or the audio lingual approach to language teaching even today.
2.
Objectives of Audio lingual method
Although
there are so many objectives of audio lingual method, but the main objectives
is to use the target language in communication. This method focus on the
practice to get mastery over in target language in communication. The objectives
of Audio lingual ,method can be pointed as follows.
a)
To enable the students be able to
use the target language in communication.
b)
To develop target language skills
without references to the learners mother tongue.
c)
To make students be able to use
native like pronunciation.
d)
To foster students to learn the
target language automatically without stooping to think.
e)
To encourage the students be able to
form new habbits in target language and overcome old habits of their native
language.
f)
3.
Principles of Audio lingual method.
According
to Larsen Freeman.(2004). The basic principle of Audio lingual method is
a)
Language forms do not occur by
themselves, they occur most naturally within a context.
b)
Language learning is a process of habit
formation.
c)
One of the language teachers major
roles is that of a model of target language.
d)
Positive reinforcement helps the
students to develop correct habits.
e)
Students should learn to respond to
both verbal and nonverbal stimulus.
f)
The purpose of language learning is
to learn how to use the language to communicate.
g)
Each language has a finite number of
patterns. Patterns practice helps the students to form habits which enable the
students to use the patterns.
4.
Theory of Learning
According
to this Audio lingual method, language learning is a habit formation. It follow
the theories of behaviorist that language can be learnt through stimulus and
response. Language skill are learnt better if the learning items are presented
in oral form before they are presented in written form. The language teaching theoretician and methodologist who developed Audio
lingualism is not only had a convincing and powerful theory of language to draw
upon but they were also working in a period when a prominent school of
psychology known as a behaviorist psychology claimed to have tapped the secrets
of all human learning, including language learning. Formal language learning is
basically a process of mechanical habit formation. Good habits are formed by
giving correct responses rather than by making mistakes. By memorizing dialogues
and performing pattern drill the chances of producing mistakes are minimized.
Language is verbal behavior that is the automatic production and comprehension
of utterances.
5.
Syllabus
Syllabus
is designed being based on the objectives. The main objectives of audio lingual
method are able to communicate in target language. For the fulfillment of this
objectives practice and exercise is needed. So the syllabus of audio lingual
method will be practice based and exercise based. Richard & Rochers.(2008)
states that Audiolingualism is a linguistic, or structure-based, approach to
language teaching. The starting point is a linguistic syllabus, which contains
the key term of phonology, morphology and syntax of the language arranged
according to their order of presentation.
The
language skill are taught in order to listening, speaking, reading and writing.
Listening is viewed largely as training in aural discrimination of basic sounds
patterns. The language may be presented entirely orally at first.
6.
Role of Teacher
The
teacher is like an orchestra leader, directing and controlling the language
behavior
of her students. The teacher is also responsible for providing students with a
good model for imitation. This is learner centered method that’s why there is
no any great role of teacher in this method. Teacher only create an environment
for communicating with target language group. Teacher provides some exercise
and practice based activities to the learner. The teacher must keep the
learners attentive by varying drills and tasks ands choosing relevant
situations to practice structures. Language learning is seen to result from
active verbal interaction between teacher and learners.
7.
Role of Learner
If
we talk about the role of learners in Audio-lingual method, the role of learner
ia active participants. It is learners centered method. So, learners involve in
practice for developing communicative competence in target language. Students follow the teacher's directions
and respond as accurately and as rapidly as possible. Students are imitators of
the teacher's model or the tapes the teacher supplies of model speakers.
Learners play a reactive role by responding to stimulus, thus have a little
control over the content, pace, and style of learning.
8.
Relevance In
Relation to Teaching EFL in Nepal.
It
is very useful and authentic method that can be used for teaching EFL learners.
It can be applied in Nepalese context because we are learning English for
international purpose. We need to be able to communicate with international
people.
thank u........ it's such a helpful 4 me! :D
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