Audio Lingual Approach

Introduction

This method was developed in U.S.A during the World War II. With an objective of develop Army conversational abilities. At 1942 U.S stablished (ASTP). In 1950 ASA the increased number of foreign students this method turns in to the Audiolingualism.

Approach

1.1. Theory of language: Audiolingualism characteristics:

a.       Elements in a lenguaje

b.       Language simples

c.        Linguistic levels.

1.2. Theory of learning: Behaviorism depends on three elements:

a.       Stimulus

b.       Response

c.        Reinforcement.

2.   Design

2.1. Objetives

Ø    Train listening comprehensivo

Ø    Accurate pronunciación

Ø    Recognition of speech symbol

Ø    Ability to reproduce.

Ø    Control of the structures of sound, form, and order.

Ø    Acquaintance with vocabulary

2.2. The syllabus: Is a linguistic structure-based approach to language teaching; focused on phonology, morphology and syntax.

2.3. learning teaching activities:

Ø    Repetition

Ø    Restatement

Ø    Completion

Ø    Transposition

Ø    Expansion

Ø     Contraction

Ø    Transformation

Ø    Integration

2.4. Roles

a.       Learner roles: Learners play a reactive role stimulus response, pace, or style of learning.

b.       Teacher roles: models target language controls the direction and pace of learning, monitors and corrects.

c.        Role of instructional materials:

Ø    Student textbook

Ø    Lessons Structure sequence,

Ø    Audiovisual equipment.

3.   Conclusión

The audio-lingual method affirms learning language like another form of learning. This method develops language through dialogues and drills. Finally the method sustains itself on audiovisual materials for implementing learning and Students attention. We believe that it is a good way for language teaching and also achieve a correct pronunciation. It could be applied in first levels to develop student’s confidence.

Erika Hernandez

Vernonica Ramirez 

Lizbeth Rodrigues Galicia 

Juan Carlos Ramos