Chapter 4 The Audio-Lingual Method.ppt

Chapter 4: The Audio-Lingual Method Textbook: Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. (2th ed.). Oxford University Press. Introduction Audio-Lingual Method is an oral-based approach. It drills students in the use of grammatical sentence patterns. Based on behavioral psychology (Skinner). Conditioning →helping learners to respond correctly to stimuli through shaping and reinforcement. Habit-formation A dialog from the text Sally : Good morning, Bill. Bill: Good morning, Sally. Sally: How are you? Bill: Fine, Thanks, And you? Sally: Fine. Where are you going? Bill: I’m going to the post office. Sally: I am too. Shall we go together? Sure. Let’s go. I’m going to the post office. 1. introduces a new dialog (p36) 2. uses a backward build-up drill 3. uses a repetition drill (group) 4. initiates a chain drill (individual) 5. leads a single-slot substitution drill (replaces a word or phrase = cue) (shows pictures) 6. praise the class during the practice How are you? (Subject-verb agreement) 1. subject pronouns (he, she, they, you) 2. be verb (is, are) 3. uses Multiple-slot Substitution drill (I am/ She is going to the post office) 4. uses a transformation drill (active vs. passive; yes/no-question) 5. uses pictures again and select individuals More practices 1. reviews the dialog 2. expands upon the dialog by adding a few lines. 3. drills the new lines and introduces new vocabulary (p.41) 4. works on the mass and count nouns (a little/a few) 5. uses contrastive analysis (correct the pronunciation) (use of minimal pairs) More practices 6. writes the dialog on the blackboard 7. uses the ‘supermarket alphabet’ (grammar game) Goals Teachers want their students to be able to use the target language communicatively. Overlearning →automatically without stopping to think Forming new habits through overcoming the old habit. Teacher Role/Student Role The teacher is like an orchestra leader. Providing students with a good model for imitatio