The Audio-Lingual Method for Teaching Languages

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

The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year

Learning had been widely discussed among the researchers. It had become the subject matter that interests psychologists, educationists, scientists and came up with a number of learning theories. There are many different theories that attempt to describe the learning process. The theorists came out with some methods and approaches to be applied in the language teaching in the classroom. Approaches consist of specific principles in the language teaching and to apply these approaches, methods are needed which include various procedures and techniques. In this coursework, I would discuss on two theories, methods and approaches, two of their strength and limitations. In addition, I would further discuss on the implementation of one of the theories in the English language classroom.

Every few years new foreign language teaching methods arrive on the scene. New textbooks appear far more frequently. New methods and textbooks may reflect current developments in linguistic/applied linguistic theory or recent pedagogical trends. Sometimes they are said to be based on recent developments in language learning theory and research. For example, one approach to teaching may emphasize the value of having students to imitate and practice a set of correct sentences

Archakis (2006) states that the communicative approach has recently prevailed. The purpose of language teaching is to help learners to practice relevant cases of communication. According to the communicative approach the language teaching has to be directly interrelated with contextual components. The stress of language teaching needs to be language use in social events, that is, students should be aware of the socio cultural and sociolinguistic skills for appropriate language use. Oral discourse is an entity of a range of discourse genres such as a lecture, conversation. Oral speech should be taught on a regular bases involving students in various activities and social circumstances. The teaching of oral discourse should be centered on the specific features of oral speech that promotes participation. It is very helpful for students as contemporary society concentrating on oral conversational speech and its peculiar daily used devices. This leads learners to the production of dramatization, interpersonal contribution, arguing competence as well as building identity as critical

Moreover, the main topic of this video is the learning of other language in the childhood.

Through research done by a questionnaires, and an interview the interviewer Established predominance in the skill of listening for the learner. He also shows a visual learning style preference . The learner has an intrinsic motivation in learning when it comes to music,but shows little interest in learning English for his working environment, even though it would give him better opportunities. The issue the student needs to solve is

The viewpoint of teacher C supports the ideas suggested by Atkinson (1987). He suggests that a satisfactory compromise when giving instructions is to give the instructions in the target language and ask for students’ repetition in their native language. This may ensure that everyone understands what he or she is required to do in the

Listening and Spoken Language (LSL) is a common learning method that involves the Auditory-Oral approach and the Auditory-Verbal approach. The Auditory-Oral approach highlights the use of residual hearing with continually practicing verbal language. An individual should use amplification devices or cochlear implants at all times. If a child is undergoing the auditory-oral approach, he/she will be taught with other students with hearing loss. While going to school, the individuals with hearing loss will receive speech and language therapy and experience auditory growth. The teachers will send home materials for the parents to continue the learning process in the home. The Auditory-Verbal approach, emphasizes the use of residual hearing

Imagine a classroom where the teacher structures the learning environment to promote language acquisition through modeling, imitation, and practice. In this classroom, the teacher provides clear goals and objectives for the lessons and students listen attentively, following every command. By embracing the behaviorist view in the classroom, the teacher operates as a facilitator. Within this role, the teacher “structures the learning environment through various antecedents and consequences” (Posts about Language Acquisition Theories on Ellclassroom, 2008). The teacher focuses on modeling, imitation, and practice of grammatical structures. When given a command or drill, students would repeat the same oral and pattern drills. When errors arise, it is important to address these errors as soon as possible to avoid fossilization, or loss of progress in the target language. In other words, students would

This video analysis is useful for a language educator because it gives us a chance to see second language acquisition concepts being applied in the classroom. This video analysis would be helpful in order to reflect on the teacher 's lesson. We could think about how well or poorly their SLA concepts were used to teach the class. In this Video analysis paper, we will begin by discussing the process it took us to do our analysis. We will describe the steps we took from note taking watching the video again. Then my group members and I will discuss some of the second language acquisition terms that we found most in the video. The subgroups we decided on were comprehensible input strategies and questions. Referring to our notes we took we will describe in detail how the teacher these strategies in the classroom. Then we will reflect upon what we learned after doing this activity and how it will help us during our fieldwork.

There are many publications discussing the various language teaching methods employed over the years. We have drawn here, inter alia, upon Chapter Two of H. Douglas Brown’s Teaching by Principles: An Interactive Approach to Language Pedagogy (Longman/ Pearson Education, White Plains, New York, 2nd edition 2001).

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

When we teach a second language, we have to take into consideration the four basic skills: reading, writing, listening and speaking. As regards speaking and writing, they are referred to as productive or active

listening in language learning and teaching, this research tries to investigate the role of listening