Which helps to form the monotonous theory into

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which helps to form the monotonous theory into practice. These methods are briefly explained below :- 1. AUDIO LINGUILISM APPROACH This is a method of teaching used in teaching foreign languages. It is based on behaviourist theory, which concentrates on long repetitive drills where the learners are trained into using the language appropriately. It means that teacher would present the task and then the students would reprise, it memorizes and learn the vocabularies to be able to produce. This approach to language learning was similar to another former method called the direct method. Like the direct method, the audio-lingual method instructed the students should be taught a language directly without using the student’s native language to explain new words or grammar in the target language. However, unlike the direct method, the lingual method did not focus on teaching vocabulary. Rather the teacher drilled students in the use of grammar. CHARACTERISTICS Each skill (listening, speaking, reading and writing) is treated and taught separately. The skills of writing and reading are not neglected, but the focus throughout remains on listening and speaking. Dialogue is the main feature of the audio-lingual syllabus. Dialogues are the chief means of presenting language items they provide learned and opportunity to practice, mimic and memorize bits of language. Patterns drills are used as an important technique and essential part of this method for language teaching and learning. The language laboratory was introducing as an important teaching aid. Mother tongue was not given much importance, similar to the direct method, but it was not deemphasized so rigidly, Techniques of the Audio-Lingual Method 1. Dialogue memorization. Students memorize an opening dialogue using mimicry and applied role playing. 2. Backward Build-up (Expansion Drill). Teacher breaks a line into several Parts students repeat each part starting at the end of the sentence and expanding backward through the sentence adding each part in the sequence. 3. Repetition drill . Students repeat teacher’s model as quickly and accurately as possible. 4. Chain drill. Students ask and answer each other one by one in a circular chain around the classroom. 5. Single-slot Substitution drill. Teacher states a line from the dialogue, and then uses a word or phrase as a “cue” that students when repeating the line,
Name: Jyoti Regd No. ACT/TESOL/3501/2020/1822 must substitute into the sentence in the correct place. 6. Multiple-slot Substitution drill. Same as the single slot drill, except that there are multiple cues to be substituted into the line. 7. Transformation drill. The teacher provides a sentence that must be turned into something else, for example, a question to be turned into a statement, an active sentence to be turned into a negative statement, etc.

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