Audio-Lingual Method

 Audio-Lingual Method

Army method -Michigan method -Oral method

It is based on Skinner’s behavioral psychology and Bloomfield’s of structuralist linguistics

During World War-II an urgency aroused of American soldiers to learn French, German, Chinese, and Japanese. So, 55 American universities collaborated and developed this method.

It believes in habit formation as a mode of language teaching.

Listening and speaking is emphasized, but reading and writing is very little.

ASTP (Army specialized retraining program) was established in 1942 by American linguists to meet this urgent need.

This method claimed to have transformed language teaching from an art into a science.

Features

Ø adopted many of the principles similar to direct method.

Ø New materials are presented in the form of dialogues.

Ø Structure/patterns are taught using drills.

Ø Accuracy was considered to be a precondition for fluency.

Ø Use of language lab is introduced (students listen and repeat)

Ø Errors are regarded as ‘contagious’ learners are given only few opportunities to make errors

Ø Mother tongue is discouraged in the classroom

Ø Teachers focus on pronunciation training, not on vocabulary

Ø Grammar is taught inductively

Ø Teacher uses spoken cues, picture cues, multiple slot substitution tables, single slot tables, role plays, chain drills, question and answer drills, repetition drills, rote memory.

Ø Emphasis is on oral skills.

Ø Contextual practice in true life situations including dialogues.

Ø Audiolinguism- term coined by Nelson Brooks in 1964. He highlighted the basic belief that speech is primary.

Ø Army specialized training program lasted only two years, but inspired others.

Ø Charles Fries of the University of Michigan in 1940s led the way in applying principles from structural linguistics in developing this method. It is also known as Michigan method.

Ø B F Skinner strongly believes that “a language is a set of habits” (language is verbal behaviour)

Ø This is a teacher centered approach

 

Can machines replace teachers?

No audio-lingual method can, however, be successful in the absence of a qualified teacher

A typical audio-lingual lesson begins with the repetition and memorization of the scripted dialogue followed by pattern practice drills

Believes in “practice makes man perfect”

Legacy of audiolinguism called “programmed learning” is used in computers

It is against Chomsky’s “mentalism” which argues that language is not learnt by imitation and repetition, created afresh innate competence.