The Audio-lingual method

The Audio-lingual method

This method of Language Learning is also called the Aural-Oral Method. This method is said to result in rapid acquisition of speaking and listening skills. The audiolingual method drills students in the use of grammatical sentence patterns. When this method was developed it was thought that the way to acquire the sentence patterns of the second language was through conditioning or helping learners to respond correctly to stimuli through shaping and reinforcement

The Audiolingual Method is based on the following principles:


    Speaking and listening competence preceded reading and writing  competence.

    Use of German is highly discouraged in the classroom.

    The development of language skills is a matter of habit formulation.

    Students practice particular patterns of language through structured dialogue and drill until response is automatic.

    Structured patterns in language are taught using repetitive drills.

    The emphasis is on having students produce error free utterances.

    This method of language learning supports kinesthetic learning styles.

    Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas.

    The printed word must be kept away from the second language learner as long as possible

Strategies :


1. Dialog Memorization: Students are given a short dialog to memorize then they must use mimicry and applied role playing to present the dialog. Examples of dialogs that could be used are included in the materials section.
Objective: Experiment with language and non-verbal elements (eg. gesture) to achieve an effect for a particular purpose and audience.


2. Backward Build Up: Provide students with the the sentence fragments found in the materials section. Students repeat each part of the sentence starting at the end of the sentence and expanding backwards through the sentence adding each part in sequence.
Objective: Participate in a variety of shared language experiences.


3. Transformation Drill: The teacher provides a question which must be transformed into a statement. An extension of this activity is to have the students make a question out of a statement.
Objective: Select from a range of word choices and use simple sentence patterns to communicate ideas and information.


4. Complete the Dialog: Have the students fill in the blanks in the dialogs provided. The proper English word must be inserted into the text. This activity is much like a cloze activity.
Objective: Make connections between text, prior knowledge, and personal experiences.


5. Dictation: Using any piece of literature at the students' reading level, read the piece aloud several times. Have the students write down what they hear. The idea is to write what they have heard as literally as possible.
Objective: Listen purposefully to determine main ideas and important details.

6. Flashcards: Using flashcards with words that are relevant to them brainstorm other words about the word on the card. A new word could be chosen each day.
Objective: Make connections between text, prior knowledge, and personal experiences.


7. Chain Drill: A chain of conversation forms around the room as the teacher greets or questions a student and that student responds then turns to the next student and greets or asks a question of the second student and the chain continues.
Objective: Participate in shared language experiences.

8. The Alphabet Game: The teacher picks a category, such as the supermarket. Then the first student says, "I am going to the supermarket. I need a few apples." (The first student names something beginning with A.) The second student says, "I am going to the supermarket. I need a few apples and I need a few bananas." The game continues in this manner with each consecutive student adding an item beginning with the next letter after repeating the items named before their own.
Objectives: Participate in shared listening experiences. Share ideas and experiences in large and small groups




source: www.saskschools.ca

policy in language learning

Teaching transcultural competence: From language learning to experiential education Print articleE-mail article to a friendDownload article as PDF

 

Introduction

 

Our experiences at the European Parliament have made it very clear that one of the primary sources of misunderstanding, conflict and dispute between individuals, cultural/political groups and nations is a lack of competence in constructive communication skills. Therefore, it is most satisfying to see both the European Commission and Parliament recently conclude that in order to achieve one of the European Union’s (EU) key strategic goals of raising the quality and standard of student learning across the EU, additional emphasis and resources must be directed toward teaching in general and teacher training in particular. It is also reported that governments, municipalities, schools and teacher training institutions in every corner of Europe recognize the value of language skills and are putting foreign language education recommendations into practice. As Jàn Figel (2006:3), Commissioner responsible for Education, Training, Culture and Multilingualism, states: ‘Multilingualism is at the heart of European identity, since languages are a fundamental aspect of the cultural identity of every European’.

 This article considers the need for transcultural competence in an increasingly globalized and multicultural society that places increasing demands on our communication skills. It also suggests that development education can support transcultural communications through its support of experiential learning of key concepts and issues. The article goes on to consider the outcomes of longitudinal research studies conducted by three major international youth exchange organizations, which examined the effectiveness of their programmes and their impact on participants