Audio Lingual Method Essay - Essays masters.
The Audiolingual Method (ALM) gained attention in the 1950s, largely in the USA where it was rooted in the military's need during World War II to train large volumes of personnel in disparate languages. Although it claimed to have turned language teaching from an art to a science, it shared several aspects with the Direct Method.Both were a reaction to the perceived failures of the Grammar.
The essay is about the communicative approach and the audio-lingual method which are both ways of teaching a foreign language. The communicative language teaching makes use of real life situations by using communication and interaction. The teacher sets up a situation that the students are likely to face in real life. Unlike the audio-lingual method of language teaching, which relies on.
The Techniques Of Audiolingual Method English Language Essay. The theory of language underlying audioligualism was based on the structural linguistics. This theory is based on the belief that learning a language entails mastering the elements or building blocks of the language and learning the rules, by which these elements are combined, from.
The audio-lingual method, Army Method, or New Key, is a method used in teaching foreign languages.It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement.The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.
The similarities between audiolingual method and direct method are that in the teaching process of these two methods, the lessons begin with dialogues and the grammar or grammatical structures are learnt inductively. The main difference between direct method and audiolingual is that in the direct method, the teacher must be a native speaker or have nativelike proficiency in the target language.
The audio-lingual teaching method is also known as Army Method or New Key, due to the involvement of the United States into World War II. The U.S. government needed to be supplied with personnel who were fluent in German, French, Italian, Chinese, Japanese, Malay and other languages, and also who could work as interpreters, code-room assistants and translators at the time.
The audio-lingual method began to decline as students failed to achieve long-term communicative capability. It was realized that habit formation, over learning and avoidance of errors was not the best way to learn a second language (Brown, 2000.75). Although, this method provided potentially good tools for SLA, its lack of concentration on meaning and fluency detracted from its success.