Advantages Of The Audioingual Method

Multisensory Structured Language plays a huge role in teaching the Association Method. According to the International Multisensory Structured Language Education Counsel, studying Multisensory Structured Language should “develop a student’s independent ability to read, write, and understand the language studied...” (The Association Method”). Examples of Multisensory Structured Language that is taught would be: Phonology and Phonological Awareness, Sound-Syllable Association, Morphology, etc. (“The Association Method”). These subjects studied cover topics such as the speech sounds and how they function, blending of sounds and letters into words, oral or written language, and how morphemes are combined to form words (“The Association Method”). These principles reason with the actual procedures used in the Association Method. “Each phase of the program will follow the “seven steps” of introduction, reading, association, lip reading, recall of oral language, identification of selected language through auditory stimulus alone, and written memory for the language structure” (“The Association Method”). First a child will begin at the phoneme level, where he/she is taught to imitate, produce, write, recall, and associate the verbal and written forms together (“What is the Association…”). Once at least two phonemes are learned, they are combined into a drop-drill to improve the child’s

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

Phonology – use of sounds and how sounds are organized and used in natural languages.

Standard: 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Objective: The learner will be able to recall and spell words from the story using the phonograms: - ad, -op, -ish, -ink and -ump.

2. Listen Read and Speak - You should find materials where you can listen and read them. When you use the materials for the fisrt time, you just listen only. For the second time, you should listen and read the subtitles that will help you to identify the connection between what you can hear and what you can read. For the third time, you should

Book recordings have ended up being so pervasive as a learning gadget, by virtue of the conservativeness and relative insignificant exertion. In this snappy paced society, book recordings have allowed us to multi-undertaking while examining a book or taking in another bent. The ability to hear how words are guaranteed can have all the impact as far as taking in a tongue adequately.

Speechreading (sometimes called lipreading) involves teaching hearing-impaired children to use visual information to understand what is being said to them. There are two general approaches to teaching speechreading. The analytic method emphasizes teaching the person to perceive small segments of speech, such as syllables, and then to recognize them when they are put together in words and sentences. The synthetic method promotes the idea that the person should concentrate on the meaning of speech rather than on individual sounds.

In his treatment of the historical developments in language pedagogy, Stern (1992) isolates three ways in which language pedagogy has aimed to renew and improve itself:1. Innovation through change in teaching methods; 2. Innovation through language-related sciences and research;

Hallie Yopp and Helen Yopp (2000) believe that the amount of time devoted to phonemic awareness in the classroom is not important but rather the quality and responsiveness of instruction are. Hallie Yopp and Helen Yopp (2000) believe rich linguistic environments that have a rich vocabulary, syntactic complexity, and decontextualized language can be implemented in a variety of ways which include, but not limited to, literature sharing, music, and movement experiences. According to Hallie Yopp and Helen Yopp (2000) phonemic awareness activities should be playful, deliberate in focusing on the sound structure of spoken language, and readily included in a comprehensive reading program.

The teaching of a productive skill, like speaking, is a vital part of any language education. Approaches to teach speaking have been changed noticeably during the time. The behaviorist approach, which is a traditional way of teaching, includes drilling, memorizing, answering and not questioning, checking and not correcting, individual learning, teachers are the sources and producers of knowledge, students are the recipients, and leaving no place for much thinking and understanding [1]. The Presentation, Practice, Production (PPP) is an approach based on behaviorist teaching [2, 3]. The PPP approach focused on accurate use of the grammatical forms taught at the Presentation stage. But very few students who finished their English courses were able to use their English to communicate adequately with others.

This definition shows that many practices for reading can be called reading method. From the aforementioned reading methods definition and from doing a small amount of research, I decided I would narrow the focus of my research paper to the reading methods of whole language and phonics. I chose to focus on the concepts of whole language and phonics because for many years they have been among the most popular reading methods and because of the ongoing debate surrounding which method is better than the other -- a debate which has caused a constant push - pull trend in these methods. For a while it will pull towards whole language, but then the trend switches to focus on phonics (the current trend). After more research on the concepts of whole language and phonics, I came to believe that this debate between methods the debate between whole language and phonics is an artificial dilemma, and isn’t really about one method or the other when both methods could be combined.

When the people of the western world wanted to know about the foreign languages like Greek and Latin the grammar translation method appeared. Grammatical rule, memorization of vocabulary, translation of the text was its focal point. In that time, the Latin language was generally based on structure and their main objective was to understand the fundamentals of grammar and translation. It was a hope that through the grammatical rule of the target language the student would know more about the grammatical rules of their native language and then, it would help them to speak and write in their native language better. So thinking about the objective of the language, the method came to be known as classical method. At present, it is very well known as the Grammar Translation

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.

Because the system is insensitive to sound class, the basic techniques are applicable to a wide range of speech sounds, including phrases, whole words and sub word units. The basic set of techniques developed for one sound class (e.g., words) can generally be directly applied to different sound classes (e.g., subword units) with little or no modifications to the

It’s a well known that during our ancient times, our great sages bestowed with enormous wisdom practiced their art in peaceful and quiet surroundings. Most of them are believed to have made the Great Himalayas their abode from wherein they meditated and practiced their preaching’s.