Audio Lingual Method

* support structures for learning and language development at home and at school (NALDIC, 1999)

The use of translation in the classroom as a teaching method is a valid method to teach english as a foreign language. Over the years, translation as a teaching method has being avoided as a technique to use at the classroom. With the development of different approaches and methods such as communicative approach or the audiolingual method, which looks for the students to learn with the least possible use of speakers’ native language. According to Richards (2006) to learn how to communicate language people need competence which includes different real-life situations; grammar does not fulfil these roles and as far of the learning, in other words, learning by only speaking and practicing the target language other abilities would eventually be

Secondly, the audience can play games to improve their memories of the new language. When the audience give a

Spoken language is used everywhere in our lives yet for different purposes. With schools being an organization of varying ages, status and purposes teachers require spoken language to: teach, display their authority; to students and colleagues alike, yet to also create and maintain rapport amongst one another.

This innovative curriculum may pose some challenges, but I am confident that I can adjust. Considering I am accustomed to large lecture and textbook based learning, finding new ways of

t has been over 50 years since the emergence of computer-assisted language learning (CALL) that would forever change how second/foreign languages are taught. This article presents a historical overview of the evolution of CALL from the early years of the mainframe computer to the integrative technologies of the 21st century. It examines the evolution of the dual fields of educational technology and second/foreign language teaching as they intertwined over the last half of the 20th century into present day CALL. The paper describes the paradigm shifts experienced along thisjourney

The instruction of spoken language is one of the most important for language classrooms since communication has been the main priority for language teachers. The use of discourse analysis (DA) for language teaching (LT) has been indispensable; due to the immense number of elements that contribute significantly to this field. In addition, Schiffrin et al. (2001:707) cited Olshtain and Celce-Murcia who claim that pragmatics and DA are related to language teaching. Both of these create essential connections that make teaching of spoken language relevant; nevertheless, there are more elements are linked to DA and the instruction of this productive skill.

classroom the control of instruction is no longer solely in the hands of a teacher. The increased level of

gifted students, I help them develop effective lesson plans that cater to their students’ learning

This paper describes a case study of an English L2 learner’s use of Carnegie Speech’s NativeAccent online speech recognition software. The target student, in this case study, significantly improved her English pronunciation and fluency through the individualized exercises offered by Native Accent’s Intelligent Tutor lessons. However, the student’s word stress results were considerably lower after completing all of the Intelligent Tutor lessons compared to her initial assessment results. Her grammar skills remained constant through this case study, exhibiting only a slight improvement. For this target student, NativeAccent represents an improvement over previous technologies designed to teach English pronunciation. Nevertheless, she expressed concerns regarding the software’s unforgiving nature, which for her was excessively stressful and counterproductive.

Then there are standards of achievement which make it inconceivable that any single method could achieve optimum success in all learning environments. Alan Maley (1983) said: Teachers need to offer a variety of activities, techniques, and tasks in teaching to give equal opportunities to students with different styles of learning so all students’ progress. Girard, (1972) said: “Rather than fish in one linguistic stream, we should cast our pedagogical net in all waters that might bring us in a profitable catch” (Dillon, J. M., and A. A. Long, 2004). It is a whole integrated approach, for example, a listening activity with coordinated speaking or singing and supplementary features like pronunciation and form of the language. In this regard “Canale and Swain rightly said about the four dimensions of communicative competence, grammar competence, sociolinguistic competence, discourse competence, and strategic competence” (Richard, 1986, p.71). It is hard to sum up Eclectic theory in a few sentences. “It is not a scientific drill or methodology nor it a teaching tool or a learning method for the learners. The causes for change in language teaching, and in ‘new’ language teaching methods, lie, in this view, in the main with social, political or philosophical factors”(Pennycook, A.1989). Critical pedagogy is, wary of progressivism concepts characteristic in second language teaching. With the inception of applied linguistics, along with the concept of a ‘scientific’ kind of language teaching philosophies changed. This was seen prominently in the audio-lingual methodology. “Proponents of the audio-lingual method (ALM) thought that they could validate their teaching techniques by claiming that the method was based on scientific

the development of language. Not only do students hear words pronounced correctly several times, they also see them spelled correctly. Moreover, it provides the extension of vocabulary range. Especially in countries where English is not spoken as the first language, people find it difficult to express themselves properly due to a lack of vocabulary and pronunciation. However, this method does not only improve oral skills (listening and speaking) but also enhances the process of learning how to read and write. Moreover, it helps students discovering useful language concepts and

for an international audience” (ICC, 2002, p 14).The access to several media will assist students handle different language data and become up to date of the diverse material they can employ to work with language. The fact that they can master this language by themselves and the current lively role that learners participate in technology-rich environments will also add to the fact that they will use their personal organizational plans. Simultaneously, activities will persuade learners to become language innovators and compel them to investigate and

Nowadays, although teaching and learning English has constantly changed, the Audio-Lingual Method still plays a significant role in many English classes around the world. According to Larsen-Freeman (2000), the Audio-Lingual Method was developed from an interesting idea that behavioral psychology and linguistic conventions are closely related to each other. Thus, this method aims to enhance learners’ ability by overlearn and habit formation.

Despite a marked difference in terms of their level of proficiency in English, Rodi and Liam managed to develop the same level of proficiency (high level of proficiency) in using Indonesian language. From their reports, summarised in Table 1 above, it is quite obvious to see that social contexts where the language is learned constitutes a very important factor that helped both learners develop their proficiency. That is to say, the abundance of input available in the social settings helped them conceptualise the target language systems more easily and thus enable them to cope with producing output more effectively thereafter. Of course, the abundance of input available in the social setting is useless unless the learners make use of it, and such quality is what differentiates good from poor language learners (Rubin, 1975).