Audiolingual Method: Structured Language Learning

It is based upon the structural view of language and the behaviorist theory of language learning.The audiolingual technique to language teaching has a great deal of resemblances with the direct method. Both were thought about as a response against the shortcomings of the Grammar Translation method, both reject making use of the mother tongue and both stress that speaking and listening competences preceded reading and writing competences. However there are also some differences. The direct approach highlighted the teaching of vocabulary while the audiolingual method concentrate on grammar drills

Structuralism

The structural view to language is the view behind the audio-lingual technique.

This approach focused on examining how the components of language associated to each other in the present, that is, 'synchronically' rather than 'diachronically'. It was likewise argued that linguistic signs were composed of two parts, a signifier (thesound pattern of a word) and a symbolized (the principle or meaning of the word). The research study of language focuses on describing the performance, the" parole" as it is the only observable part of language.

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Behaviorism

Behaviorism is an approach of psychology based on the proposition that all things which organisms do-- consisting of acting, believing and feeling-- can and need to be considered behaviors. It contends that leaning occurs through associations, routine formation and support. When the learner produces the preferred habits and is enhanced positively, it is most likely that habits be emitted once again.

The Audiolingual method

The objective of the audiolingual method is accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns.

Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them. It was believed that learning structure, or grammar was the starting point for the student. Here are some characteristics of the method:

• language learning is habit-formation, • mistakes are bad and should be avoided, as they are considered bad habits, • language skills are learned more effectively if they are presented orally first, then in written form, • analogy is a better foundation for language learning than analysis, • the meanings of words can be learned only in a linguistic and cultural context. The main activities include reading aloud dialogues, repetitions of model sentences, and drilling.

Key structures from the dialogue serve as the basis for pattern drills of different kinds. Lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. It is taught inductively. Furthermore, the target language is the only language to be used in the classroom.