Audiolingual Method
This will guide their use of the language.
In addition, various techniques can be applied in using this method to tea Since the day human beings began to learn foreign languages they have to confront the problem of how to learn it effectively. They have thought for centuries to look for a best way to teach and learn foreign languages, and there actually emerged lots of methods of language teaching. Today I¡¯d like to introduce one of them, which may not be as famous as grammar translation but is very practicable and useful in today¡¯s language teaching. That is the Audiolingual Method.
The Audiolingual Method was developed in the U.S. during the Second World War. Originally, it was known as the ¡°informant method¡±, since it used a native speaker of the language, the informant, and a linguist. Later in the 1950s, Charles Fries, the director of the first English Language Institute in the U.S., applied the principles of structural linguistics to language teaching. Then there came the Audiolingual Method, a method which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.
The Audiolingual Method is a combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology, which endows it with its own distinctive characteristics. There are mainly five of them: a. separation of language skills into listening, speaking, reading and writing, with emphasis on the teaching of listening and speaking before reading and writing; b. use of dialogues as the chief means of presenting the language; c. emphasis on certain practice techniques: mimicry, memorization and pattern drills; d. discouraging the use of the mother tongue in the classroom; e. use of language lab.
In accordance with its features, some procedures will be observed in a typical audiolingual lesson. First, Recognition¡ªstudents first hear a model dialogue (either read by the teacher or on the tape) containing the key structures that are
In addition, various techniques can be applied in using this method to tea Since the day human beings began to learn foreign languages they have to confront the problem of how to learn it effectively. They have thought for centuries to look for a best way to teach and learn foreign languages, and there actually emerged lots of methods of language teaching. Today I¡¯d like to introduce one of them, which may not be as famous as grammar translation but is very practicable and useful in today¡¯s language teaching. That is the Audiolingual Method.
The Audiolingual Method was developed in the U.S. during the Second World War. Originally, it was known as the ¡°informant method¡±, since it used a native speaker of the language, the informant, and a linguist. Later in the 1950s, Charles Fries, the director of the first English Language Institute in the U.S., applied the principles of structural linguistics to language teaching. Then there came the Audiolingual Method, a method which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.
The Audiolingual Method is a combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology, which endows it with its own distinctive characteristics. There are mainly five of them: a. separation of language skills into listening, speaking, reading and writing, with emphasis on the teaching of listening and speaking before reading and writing; b. use of dialogues as the chief means of presenting the language; c. emphasis on certain practice techniques: mimicry, memorization and pattern drills; d. discouraging the use of the mother tongue in the classroom; e. use of language lab.
In accordance with its features, some procedures will be observed in a typical audiolingual lesson. First, Recognition¡ªstudents first hear a model dialogue (either read by the teacher or on the tape) containing the key structures that are