TEFL 1

The different and similarity between approach and audiolingual method

Method 1 Background Oral Approach - The origin of this approach began with the work of British applied linguists in the 1920s and 1930s. a number of outstanding linguists developed the basis for a principled approach to methodology in language teaching. => Harold Palmer and A.S. Hornby. - Otto Jespersen and Daniel Jones, as well as with the Direct method. What they attempted was to develop a more scientific foundation for an oral approach to teaching English than was evidence in the Direct Method Audiolingual Method - Beginning from World War II. To supply the U.S government with personnel who were fluent in German, French, Italian, Chinese, Japanese, Malay and other languages and who could work as interpreters, code-room assistants, and translator, it was necessary to set up a special language training program. - The government commissioned American Universities to developed foreign language program f military personel. Thus the Army Specialized Training Program (ASTP) was established in 1942.

2 Approach

- An account of the nature of language proficiency. - The theory of language underlying Situational Language Teaching can be characterized as a type of British structuralism Speech was regarded as the basis of language, and structure was viewed as being at the heart of speaking ability. - Linguists had prepared pedagogical description of the basic grammatical structure of English, and these were to be followed in developing methodology Word Order, Structural Words , the few inflexion of English and Content word.

- An account of the basic units of language structure. - Proposed by American linguists in the 1950s a view that came to be known as structural linguistics. Linguistics had emerged as a flourishing academic discipline in the 1950s, and the structural theory of language constituted its backbone. Structural English has developed in part as a reaction to traditional grammar. - Reinforcement is a vital element in the learning process , because it increases the likelihood that the behavior will occur again eventually become a habit.

3 Design, a. Objectives.

-the general and specific objectives of method. -criteria for the selection and organization of linguistic and or subject-matter content.

b. a syllabus model.

-brooks distinguishes between shortrange objectives of an audiolingual program. -audolingualism is a linguistic, or structure-based, approach to language teaching.

c. types of learning and teaching activities.

-kinds of tasks and practice activities to -dialouges and drills form the basis of be employed in the classroom and in audiolingual classroom practices. materials. -in the initial stages of learning, the learners is required simply to listen and repeat what the teacher says and to respond to questions and commands. - in the presentation stage of the lesson, the teacher serves as a model, setting up situations in which the need or the target structure is created and then modeling the new structure or students to repeat. -Situational Language Teaching is dependent upon both a textbook and visual aids. Classroom procedures in Situational Language Teaching vary according to the level of class. The first part of the lesson will be stress and intonation practice. This might consist of the teaching of a structure. Pronunciation Revision Presentation of new structure or vocabulary Oral Practice (drilling) Reading of material on the new structure, or written exercises The sequence activities they propose consist of : Listening Practice -learners are viewed as organism that can be directed by skilled training techniques to produce correct responces. -in audiolingulism, as in Situational Language Teaching, the teachers role is central and active; it is a teacher dominated method.

d. learners roles.

e. teacher roles

f. the role of instructional materials. 4 Procedure.

-instructional materials in the Audiolingual Method assist the teacher to develop the language mastery in the learner.

The proccess of teaching involves extensive oral instruction. The focus of instruction is on immediate and accurate oral instruction. The focus of instruction is on immediate and accurate speech. Students first hear a model dialogue. The dialogue is adapted to the students interest or situation. Certain key structure of the dialogue are selected and used as the basis of pattern drills of different kind.

Obtains his students attention and repeat Choral imitation. Students altogether repeat what teachers said. Individual imitation Asks several individual students. Isolation. Sounds or words or groups of words Building up to a new model Gets students to ask. Elicitation. Using mime, prompt words, gestures, etc. Substitution drilling Teachers uses cue words. Question-answer drilling Teacher gets one students to ask a question and another to answer until most students in the class have practiced asking. Correction Teachers indicates by shaking his head, repeating the error etc.. that there is a mistake and invites the students or different students to correct it.

The students may refer to their textbook, and followed-up reading, writing, or vocabulary activities basedn on the dialogue may be introduced. Followed up activities may take place in the language laboratory, where further dialogue and drill work is carried out.