The audio-lingual method, like the direct method we have just examined, has a goal very different from that of the grammar translation method. The audio-lingual method was development in the united states during world war II. At the time there was a need for people to learn foreign language rapidly for military purposes. As we have seen, the grammar-translation method did not prepare people to use target language. While communication in the target language was the goal of the direct method, there were at the time exciting new ideas about language and learning emanating from disciplines of descriptive linguistics and behavioral psychology.
The Audio-Lingual Method for Teaching Languages
The Audio Lingual Method 1 Essay - Words
Please join StudyMode to read the full document. Definition The Audio - lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom. Background The Audio - lingual Method was developed in the U.
The Audio Lingual Method 1
As a language acquisition researcher living from , much of the work Pimsleur published during his lifetime reflects the audio-lingual tradition prevalent at the time in which he lived. Communicative language instruction is viewed by many as a counter reaction that broke from the shortcomings of the previous audio-lingual methods, so it may appear strange then that I would be still be mentioning Pimsleur on an academic website well past the establishment of CLI. It is, however, not the work Pimsleur published during his lifetime that is relevant here.
According to Larsen-Freeman , the Audio-Lingual Method was developed from an interesting idea that behavioral psychology and linguistic conventions are closely related to each other. The goal of this method is to help the students to be able to communicate in the. There are many different teaching methods that can be used in the classroom; in this essay I will compare and contrast the traditional grammar translation method, the communicative teaching approach and the audio-lingual method and the communicative approach and how they impact in the classroom environment. Deciding which method is best for the classroom can be difficult as each method has its own strengths and weaknesses both on teacher and the learner, one.