Audio Lingual Method Exercise

The emergence of the method was a response to the need for a radical change of foreign language teaching due.

Audio lingual method exercise. The audio lingual method alm is a method which was introduced in the united states of america usa in 1940s. Audio lingual approach is based on. Audio lingual approach suggests that students be taught phonology morphology and syntax of the language. Teaching with the alm learning and teaching foreign languages behaviourist sla classroom illustration 1 5.

The audio lingual method consists of teaching a new language through reading a dialogue or text and carrying out drills associated with it. Audiolingual method is teaching method focused. As with any method the audio lingual method probably suffered more than anything because it was just that. The teacher speaks up the dialogue that should be followed by the students.

A method when teaching is based upon a systematic plan followed in presenting material for instruction that teaching can become dogmatic leaving teachers little room for improvisation. The audio lingual method for teaching languages 1398 words 6 pages. According to this method learning a language consists of getting to know its grammar and practicing its rules through different types of drills until habits in the new language are formed and speech becomes spontaneous. The audiolingual method exercise 1.

These patterns are elicited repeated and tested until the responses given by the student in the foreign language are automatic. Learning and evaluating 5. In a departure from earlier methods based on reading and writing audio lingual instruction emphasizes spoken language with correct pronunciation and grammar. The audio lingual method became a popular approach to foreign language teaching in the mid 20th century and still plays an important role in many classes.

The students listen and then speak imitate after the teacher. The pros and cons of the alm. The audio lingual method was widely used in the 1950s and 1960s and the emphasis was not on the understanding of words but rather on the acquisition of structures and patterns in common everyday dialogue. All these patterns can be learned through contrastive analysis of the differences between the native tongue and the target language which helps students to acquire new language easier.

Will be the audio lingual method which is a teaching method that was first used in the 1950 s until the 1970 s although it could be safely stated that the method is regularly used in modern day language teaching.