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Date Posted: 04:41:53 05/23/07 Wed
Author: Clarissa Azeredo (Task 3)
Subject: Task 3 - Clarissa

The Audiolingual Method

The audiolingual method has been used since the beginning of the 1960s and it emphasis on teaching the spoken language through mainly dialogues and drills. “Of all styles, the audiolingual style most blatantly reflects a particular set of beliefs about L2 learning, often referred as to ‘habit-formation’. Language is a set of habit, just like driving a car.” (Cook, 1996) Although the method began to fall in late 1960s it's widely used nowadays. There are some steps to be followed in order to achieve its goals.
In general, the content of the book is divided in lessons, and each one of them has some situations, which present to the students the new vocabulary and structures they are going to learn. The dialogues are divided in word groups and the lessons are presented through videos, which have many pictures.
During the first step, the teacher shows the first picture of the situation and makes some questions about it to the students in order to create in them some expectation for the lesson situation and also to present the new vocabulary and structures. After the questions, the teacher shows the whole pictures without interrupting the students. Through this step, the students may want to find out what is the situation about as well as try to understand by themselves some words and expressions presented.
The second step aims to lead the students to understand the meaning of the content presented in the lesson. The teacher explains the new vocabulary and expressions in the pictures in order to make it clear to the students. During this step, each word group is explained separated from the others and the students are able to learn the new vocabulary and structures presented.
The third step aims to improve students’ pronunciation and intonation by repeating the dialogues presented in the lessons. The teacher plays the word group and asks one student to repeat it, plays it again and asks other student, until all of them have had the opportunity to repeat. By repeating the dialogues, which they hear from native speakers of the target language, they might assimilate the sound system of it.
The forth step is the internalization, in which the students listen to the whole dialogue and try to memorize it in order to produce automatism in them, that is, the students will be able to use the language naturally. In this step, the teacher plays only the sound of the situation without showing the students the pictures and after that only the pictures are shown to them. By seing the pictures they may remember the dialogues presented as well as to reproduce it quickly.
The fifth step is the drill practice, in which the students make some substitutions related to the content of the lesson in order to increase their automatism on structures that may be difficult for them. The teacher presents the model of the drill to the students, who listen carefully to it and orally fix important points taught in the lesson. In this step, the students are able to understand verbal cues and respond appropriately to it.
The final step is the reading one, it is the first contact the students have with the written material. After having practiced the content orally, the students are ready to read it. The teacher must read first to the students and later on give all of them the opportunity to read the text, which is closely related to the situations in the lesson, and, therefore, is easier to them.
“Audilolingualism … claimed to have transformed language teaching from an art to a science, which would enable learners to achieve mastery of a foreign language effectively and efficiently.” (Richards, 1987). As all methods and approaches, it certainly has its good and bad points and it may be helpful and adequate for some students needs and not for others. In any case, it is a method that is being widely used for a long time and is very well accepted by a great amount of students, since it certainly can allows them to learn a second or foreign language successfully.












References:

Cook, Vivian. 1996: Second Language Learning and Language Teaching. New York: Arnold - Hodder Headline Group
Richards, J.C. y T.S. Rodgers (1987). The Audiolingual Method. En Approaches and Methods in language teaching. Reino Unido: Cambridge University Press.

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