Unit 2: THE AUDIO-LINGUAL METHOD (ALM)

METHODS AND APPROACHES IN LANGUAGE TEACHING
IN BRIEF

Gültekin Boran (Ph. D) Gazi University, Ankara
gboran@gazi.edu.tr

                                

THE AUDIO-LINGUAL METHOD (ALM)

1. Learning Theory: Learning is based on the principles of Behaviourism. (Mim-mem approach).
     Habit Formation is essential.

Habit Formation

                

                                        Reinforcement (Behaviour is likely to occur again)

  Stimulus----organism

                                           No reinforcement or negative reinforcement (Behaviour is not likely to occur again)

                                      

Rules are induced from examples. Explicit grammar rules are not given. Learning is inductive.

Habit formation is actualised by means of repetitions and other mechanical drills.

2. Language Theory: Language is based on descriptive linguistics. Every language is seen as its own unique system. The system is comprised of several different levels. (i.e. phonological, morphological, and syntactic). There is a natural order of skills. 1. Listening, 2. Speaking, 3. Reading,   4. Writing. Everyday speech and oral skills are important. Perfect pronunciation is required. Language is primarily for Oral Communication.

3. Culture: Culture consists of everyday behaviour, and lifestyle of the target language community. Culture is presented in dialogues.

4. Teacher’s Role: T is like an orchestra leader. S/he directs and controls the language behaviour of the students. T is a good model of the target language, especially for pronunciation and other oral skills. The differences between Sts’ L1 and L2 should be known by the teacher.

5. Students’ Role: Sts are imitators of the teacher as perfect model of the target language or the native speakers in the audio recordings.

6. Interactions: T-St,     ST- ST. Interactions are mostly initiated by the teacher.

7. Vocabulary Teaching: Meaning is taught directly. L1 is prohibited because it may cause bad habit formations. Vocabulary is introduced through dialogues.

8. Grammar Teaching: Explicit rules are not provided. Students induce the rules through examples and drills. Students acquire grammar by being exposed to patterns through mechanical drills.

9. Materials: Dialogues

10. Syllabus: Grammar points and sentence patterns in structural syllabus.

11. Role of L1: L1 is not allowed in the classroom. It may cause interference and bad habit formation in L2.

12. Evaluation: Discrete-point tests are used. Each item (question) should focus on only one point of the language at a time. E.g. distinguishing between words in a minimal pair. Appropriate verb form in a sentence.

13. Goals and Objectives: to enable students to speak and write in the target language. To make students able to use the target language automatically without stopping to think. To form new habits in the target language.

14. Error Correction: Errors are corrected by the teacher since errors may cause bad habit formation.

15. Sts’ Feelings: There are no principles related to Sts’ feelings.

16. Techniques:

       1. Dialogue Memorisation

       2. Minimal pairs: (for teaching pronunciation)

       3. Complete the dialogue

       4. Grammar Games

       5. Mechanical Drills

             a) Repetition drill

             b) Chain Drill

             c) Single- slot Substitution Drill (T gives one cue to be substituted)

             d) Multiple-slot Substitution Drill (T gives more than one cue to be substituted)

17. Skills: Listening and speaking are emphasised. There is a natural order of skills.

                  1. Listening 2. Speaking 3. Reading 4. Writing  

Unit 2: THE DIRECT METHOD (DM)

METHODS AND APPROACHES IN LANGUAGE TEACHING
IN BRIEF

Gültekin Boran (Ph. D) Gazi University, Ankara
gboran@gazi.edu.tr

THE DIRECT METHOD (DM)

DM was born as a reaction to GTM because GTM cannot prepare learners for real life language situations in which oral communication is the media.

1. Learning Theory: Inductive learning is essential. There is a direct relation between form and meaning. L2 learning is similar to L1 acquisition. There is a direct exposure to the target language. Exposure of Long chunks in the target language. Learning occurs naturally.

2. Language Theory: Language is for oral use. Each language is unique. There is a direct relation between form and meaning. No other language should interfere when learning a language.

3. Culture: Not only art or literature, but also other aspects of culture (namely, life style, customs, traditions, institutions, food, daily habits, history, geography, etc.)   Should be taken into consideration. Daily speech is important.

4. Teacher's Role: The teacher usually directs the interactions but he/she is not as dominant as in GTM. Sometimes acts like a partner of the students.

5. Students' Role: Sts are active participants. Sometimes pair works take place. Even the teacher takes roles in activities.

6. Interactions: T- st and St - st interactions often occur.

7. Vocabulary Teaching: Pictures, realia, examples, sample sentences are used to teach vocabulary. Use of L1 is not allowed. There is a direct relation between form and meaning.

8. Grammar Teaching: Grammar is taught inductively. Examples and drills are given and students are expected to discover and acquire the rules. Drills like chain drill, yes question, no question, or question are used to help students induce the rule.

9. Materials: Reading passages (for topics), Dialogues (for situation), plays (for situations) are used.

10. Syllabus: Situational and topical syllabuses are used.

11. Role of L1: L1 is not permitted.

12. Evaluation: Sts' ability to use the language is tested. Not about language, the language itself.

13. Goals and Objectives: Teaching Sts how to communicate in the target language. Teaching of thinking in the target language.

14. Error Correction: Sts' self correction.

15. Sts' Feelings: There is no information dealing with this issue.

16. Techniques: Reading aloud, Question and answer exercise, self correction, conversation practice, fill-in-the-blank exercise, dictation, drawing (for listening comprehension), and paragraph writing.

17. Skills: Speaking, listening, reading and writing are important skills. Especially speaking and listening are emphasised. Vocabulary is over grammar.