Academic literature on the topic 'The Audiolingual method'
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Journal articles on the topic "The Audiolingual method"
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Castagnaro, Peter J. "Audiolingual Method and Behaviorism: From Misunderstanding to Myth." Applied Linguistics 27, no. 3 (September 1, 2006): 519–26. http://dx.doi.org/10.1093/applin/aml023.
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Kiany, G. Reza, Esmaeel Ali Salimi, and Heshmatollah Afshari. "Vocabulary Learning and Recall of Iranian Elementary EFL Learners in Audiolingual and Total Physical Response Methods." ITL - International Journal of Applied Linguistics 145-146 (2004): 289–305. http://dx.doi.org/10.2143/itl.145.0.562917.
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This research aimed at studying the efficacy of Audiolingual and Total Physical Response (TPR) methods in helping the Iranian Elementary EFL learners learn and recall new vocabulary items. In the Audiolingual method new vocabulary is taught through repetition, mimicry, and memorization (Richards & Rodgers, 1986), while in TPR this is done through synchronization of the new vocabulary items with the learners’ body movements (Asher, 1965 & 1977). Sixty elementary male students participated in this study in two groups of 30. Both groups took the Nelson test, a vocabulary test, and recall test at the beginning of the research program. T- test analyses revealed no significant differences between the two groups in any of the three tests. One group (exp 1) received its vocabulary lessons in the Audiolingual method and the other group (exp 2) did this in TPR. The students covered six units of the book “Headway, Elementary” in 15 sessions. After the treatment, they took the same vocabulary and recall tests they had taken at the outset of the study. T-tests on the data gathered from the two groups on pre-tests and post-tests of vocabulary and recall revealed significant differences between the two groups after the treatment. These analyses showed that the subjects who received their vocabulary lessons in TPR out-performed those who received their vocabulary lessons in the Audiolingual method, both in vocabulary learning and vocabulary recall.
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Maspalah, Maspalah. "METODE AUDIOLINGUAL DALAM PEMBELAJARAN BAHASA ARAB UNTUK MENINGKATKAN KEMAMPUAN BERBICARA." Jurnal Pendidikan Bahasa dan Sastra 15, no. 1 (April 1, 2015): 68. http://dx.doi.org/10.17509/bs_jpbsp.v15i1.800.
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AbstrakPenelitian ini bertujuan untuk mengkaji pengaruh penggunaan metode audiolingual dalam pembelajaran bahasa Arab terhadap peningkatan kemampuan berbicara siswa. Metode yang digunakan adalah Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus dengan subjek penelitian siswa Kelas XI MIA-2 SMAN 1 Cicurug Kabupaten Sukabumi Tahun 2014. Hasil penelitian menunjukkan bahwa penggunaan metode audiolingual dalam pembelajaran bahasa Arab dapat meningkatkan kualitas proses dan hasil belajar siswa. Kualitas proses dapat dilihat dari peningkatan keterlibatan siswa dalam pembelajaran, sedangkan kualitas hasil terlihat dari peningkatan nilai hasil belajar yang menunjukkan kemampuan berbicara siswa pada Siklus I sebesar 80,96 dan Siklus II sebesar 83,59. Adapun persentase keterlibatan siswa dalam belajar pada Siklus 1 sebesar 86,8% dan pada Siklus 2 sebesar 92,1%.Kata-kata kunci: Metode audiolingual, pembelajaran bahasa Arab, kemampuan berbicaraAbstractThis study aims to determine the effect of the use of methods audiolingual in Arabic learning to increase their speaking ability. The method used is a Class Action Research conducted in two cycles with a Class XI Science 2 SMAN 1 Cicurug Sukabumi 2014. The results showed that the use of methods audiolingual in Arabic learning can improve the quality of student learning processes and outcomes. The quality of the process can be seen from the increase in student engagement in learning, while the quality of the results, the increase in the value of learning outcomes that demonstrate the ability to speak the students in the first cycle was 80.96 and 83.59 for Cycle II. The percentage of student engagement in learning in Cycle 1 at 86.8% and in Cycle 2 of 92.1%.Keywords: Audio lingual methods, learning Arabic, speaking ability
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Saydaliyeva, M. A., E. B. Atamirzayeva, and F. X. Dadaboyeva. "Modern methods of teaching English in Namangan state university." International Journal on Integrated Education 3, no. 1 (January 8, 2020): 8–9. http://dx.doi.org/10.31149/ijie.v3i1.256.
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The article discusses various methods of teaching foreign languages. Particular attention was paid to the following methods: the direct method, grammar-translation, audio-visual, audiolingual and communicative. It is concluded that communicative method is has started becoming most dominant.
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Haryani, Haryani, and Ainur Putry. "A Collaboration Between Communicative Language Teaching (CLT), Audiolingual, and Community Language Learning (CLL) Approach in Teaching and Learning English at SMA 1 Singorojo Kendal." Journal of English Education and Teaching 4, no. 1 (March 7, 2020): 127–39. http://dx.doi.org/10.33369/jeet.4.1.127-139.
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This research aimed to investigate and analyze the collaboration of communicative language teaching approach, audiolingual method, and cooperative language learning method which were applied during teaching - learning process in twelve grade of science 2 students in SMA 1 Singorojo Kendal. This research employed descriptive qualitative research design. The instruments of this study were interview and observation which took approximately fifty minutes. In order to motivate and improve students’ speaking ability, so the teacher taught them in simple way first, then followed by synthesizing both of essentials methods and techniques. The result showed that teacher designed the classroom activity by implementing curriculum 2013 in which emphasized on communicative language teaching (CLT) approach. The researchers found that the teacher organized some methods in delivering material. He also provided fun and interesting games to encourage students’ motivation in learning English.The researchers infer that there are collaboration between CLT approach, audiolingual method, and CLL method as an alternative strategy in learning English.
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Samawiyah, Zuhrotun, and Muhammad Saifuddin. "Phonetic Symbols through Audiolingual Method to Improve the Students’ Listening Skill." DINAMIKA ILMU 16, no. 1 (June 1, 2016): 35. http://dx.doi.org/10.21093/di.v16i1.155.
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Kakunta, Kebson, and Webster Kamanga. "Microteaching: Audio-lingual Method." Journal Educational Verkenning 1, no. 1 (November 19, 2020): 25–30. http://dx.doi.org/10.48173/jev.v1i1.27.
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The aim of this paper is to know the history, definition, principles, characteristic, technique of the audio-lingual method. This method are using in the microteaching class which is have many methods in particular. The audiolingual method is basically a development of direct methods which are considered to have weaknesses, especially in explaining things that are difficult for students to understand. For this reason, besides emphasizing language teaching through listening and imitating, this method is also possible to use mother tongue for explanation. This method is usually applied more in the form of a drill pattern. The use of the drill approach is commonly used in military circles. Because at first this method was widely used in the military, this method was also called the army method.
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Farmanlu, Musa, and Seyed Jalal Abdolmanafi-Rokni. "An Investigation into EFL In-Service Teachers’ Beliefs toward Teaching Methodologies." Studies in English Language Teaching 2, no. 3 (September 18, 2014): 257. http://dx.doi.org/10.22158/selt.v2n3p257.
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<p><em>The present study was an attempt to investigate the EFL in-service teachers’ beliefs toward teaching methodologies and its possible relationship with age and gender. To achieve this aim, a questionnaire consisting of individual background and beliefs toward English teaching methodologies (the Audiolingual Method and Communicative Language Teaching) designed by Chen (2005) was employed. It was given to 252 in-service English teachers (136 female, 116 male) working as English teachers in the educational department and institutes.</em><em> </em><em>The findings showed that the EFL in-service teachers considerably preferred CLT to the Audiolingual Method. Moreover, the results showed that the male and female teachers had equal methodology and the level of methodology is not different in different age groups. The information provided in the present research can be helpful for teachers, policy holders of institutes and material developers. This study has also some implications for the researchers interested in teacher’s education studies.</em></p>
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Yu, Xia. "Audiolingual Method and Communicative Language Teaching in China: The Case of Cultural Domestication and Resistance." International Journal of English Language and Literature Studies 4, no. 3 (2015): 139–45. http://dx.doi.org/10.18488/journal.23/2015.4.3/23.3.139.145.
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Prokhorova, Mayya Y., Elena I. Zimina, and Natalia N. Kondakova. "Variability of methods and techniques of foreign language teaching at early stage." Tambov University Review. Series: Humanities, no. 192 (2021): 78–86. http://dx.doi.org/10.20310/1810-0201-2021-26-192-78-86.
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We present an overview of traditional and modern methods used in teaching children a foreign language at an early age. Feasibility of earlier foreign language competence development and need for training specialists with a narrow focus in foreign language teaching in the preschool education system are justified. We describe the age and psychological characteristics of younger learners. The categories of learners are characterized depending on the type of information perception: visual learners, aural learners, verbal learners, physical learners, logical learners, social learners and solitary learners. The factors motivating them to learn are substantiated, including a foreign language acquisition. The authors describe the methods and techniques that are commonly used in teaching English, such as Total Physical Response, the Natural Approach, Audiolingual Method, Communicative Method, CLIL (Content and Language Integrated Learning).
Dissertations / Theses on the topic "The Audiolingual method"
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Richards, Jeffrey Robert. "The Natural Approach and the Audiolingual Method: A Question of Student Gains and Retention." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4696.
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The purpose of this study was to determine the difference in the short term and and long term second language (L2) gains of first year Spanish students exposed to the Audiolingual Method (ALM) and the Natural Approach. The experiment consisted of two randomly selected groups which were exposed to four presentations. Two of these presentations delivered content material following a Natural Approach lesson design while the other two delivered content material following an ALM lesson design in such a way that both groups were exposed to two ALM lessons and two Natural Approach lessons. All subjects were pre-tested prior to the delivery of these lessons and subsequently tested after the first lessons for short term L2 gains. They were then re-tested after several weeks to measure long term L2 gains. The number of subjects that participated in the experiment was 249 and included all enrolled first year Spanish students at Oregon State University for the 1992 fall term. The data were analyzed using the two-way analysis of variance. The results of the investigation indicated that teaching method was not a significant factor in students' short term and long term L2 aquisition gains. The study thus implies that neither the Natural Approach nor the ALM can be considered superior in terms of quantifiable student gains and retention. Recommendations for further study are presented.
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Santos, Fernando Antonio Fragoso dos. "O professor de língua inglesa no audiolingual: uma abordagem sociointeracionista acerca dos textos sobre o trabalho docente." Universidade Federal da Paraíba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/6392.
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Our dissertation is included in the Aplied Linguistics and Social Practices Context part of the Post-graduation Program in Linguistics at Universidade Federal da Paraíba, focusing on the representations on teachers actions in work situations. We work with the teaching of the English language performed in a language school located in Joao Pessoa-PB, whose methodology is based on the Audiolingual Method. We believe that if such method prescribes the teacher s actions, it is also a way to make this teacher reflect about his/her practice highlighting points of views and changes. Our theoretical perspective shares the studies developed by the Socio and Discursive Interactionism (SDI) approach whose main reference is Bronckart (1997 e ss.) and the other researchers. Our focus is to identify and analyze the relation between language and educational work in texts produced before and after the work situation. Behind such perspective, we present our main goal that is to understand the way such texts reflect representations, interpretations and social evaluations concerning the teacher s activity. We used the action categories developed by Bronckart and Machado (2004) and Bulea (2010) to analyze the texts before and after the teacher s work. In a first moment, we identified such categories in a prescriptive document previously implicated in the classroom context, considering the roles attributed to the teachers. After that, we verified the actions mobilized by the teachers throughout their interviews and the roles they assign themselves. We believe that this research represents a relevant contribution to reflect about the way prescriptive documents really influence the teaching practice and the way teachers usually deal with such prescriptions.
Nosso trabalho acadêmico se insere no contexto de pesquisas em Lingüística Aplicada e Práticas Sociais do Programa de Pós-Graduação em Lingüística da Universidade Federal da Paraíba com foco nas representações do agir docente em situação de trabalho. Trabalhamos com o ensino de língua inglesa em uma escola de idiomas localizada na cidade de João Pessoa PB, parte de um sistema de franquias, cuja metodologia de trabalho se fundamenta, entre outros aspectos, no Método Áudiolingual. Partimos do pressuposto de que o método em questão, ao mesmo tempo em que delimita o trabalho do professor, também o faz repensar sua prática dando margem a posicionamentos e mudanças. Nossa perspectiva teórica compartilha dos estudos realizados no âmbito do Interacionismo SócioDiscursivo (ISD) desenvolvido por Bronckart (1997 e ss.) e demais pesquisadores. O nosso foco de análise volta-se à identificação da relação entre linguagem e trabalho educacional em textos produzidos sobre o trabalho (o Guia de Capacitação) e em situação de trabalho (Entrevistas) e, diante disso, elaboramos o nosso objetivo principal que é o de verificar como tais textos refletem as possíveis representações, interpretações e avaliações sociais da atividade docente. Utilizamos como procedimento analítico, numa perspectiva qualitativa, os elementos linguístico-estruturais com base nas categorias de uma Semântica do Agir propostas por Bronckart e Machado (2004) e Bulea (2010) considerando os textos produzidos anteriormente e posteriormente a situação de trabalho. Em um primeiro instante, identificamos as categorias mencionadas em um documento prescritivo diretamente implicado no trabalho de ensino e anterior a este, considerando, também, os papéis atribuídos aos professores. Posteriormente, nós verificamos as ações mobilizadas pelos professores em suas entrevistas e os papéis que eles mesmos se atribuem. Acreditamos que a nossa pesquisa representa uma contribuição relevante na busca da reflexão acerca da forma como os documentos prescritivos influenciam, de fato, a prática de sala de aula e como os professores se posicionam diante de tais prescrições.
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Johansson, Magnus. "Vägar in i Arbete: -En etnografisk studie om nyanländas språkinlärning." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-73012.
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An ethnographic study was conducted through film recordings and observations in an attempt to investigate the methods Vägar in i Arbete used when conducting exercises in second language acquisition. Vägar in i Arbete is a labor market policy program with the goal that the participants will improve their ability to speak Swedish, as well as attain a concise plan for their future financial prospects. The intent of the project was to facilitate learning by having the participants engage with the language in an informal, non-educational context. The study investigated the methods used at the project during exercises related to the participants’ second language acquisition, as well as how the participants’ progression was evaluated. The purpose of the study was to investigate to what extent the programs context could be perceived as informal. Furthermore, the validity of the assessment was investigated in an attempt to establish if the evaluation of the participants’ progression were accurate. In order to investigate the context, two methods for language acquisition were used as comparisons. Krashen’s Natural Approach was included to represent a more informal approach, and this was contrasted with the more formally structured Audiolingual method. These methods were then compared to the exercises at Vägar in i Arbete to determine to what extent the environment could be considered informal. The results indicate that the exercises closely resemble the construct of the exercises favored by the Audiolingual method. Certain aspects of the Natural Approach are greatly present in the daily activities. However, these aspects do not become explicitly apparent in the linguistic exercises. Furthermore, a significant discrepancy which puts the validity of the summative assessment in question was observed.
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Wang, Chia-Feng, and 王家豐. "A Study of Modified Audiolingual Method on Junior High School Students'' English Listening and Oral Performance." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/90334919186830352002.
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碩士國立中興大學
教師專業發展研究所
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The study aimed to examine the effects of modified Audiolingual Method on junior high school students’ English listening and oral performance. In order to testify the adaptability and the effectiveness of modified Audiolingual Method in the English teaching field in junior high school, the researcher not only applied the principles of the Audiolingual Method (ALM) as the main methodical pedagogy but also incorporated the philosophy of Communicative Language Teaching (CLT) characterized by meaningful tasks, authenticity and real-world simulation to remedy the criticism of the mechanic drill in ALM. Adopting the nonequivalent control group design in the quasi-experiment, samples in this study were eighth graders selected from two classes in a municipal junior high school in Taichung city. One of the classes was represented as the experimental group, while the other was as the control group. Students in the experimental group were taught based on the pedagogy of modified Audiolingual Method, and those in the control group received the typical didactic instruction. The experiment lasted for 13 weeks, with 78 teaching periods in total. With the General English Proficiency Test (formal tests for elementary learners) as the instrument for the pretest and posttest, the students’ scores on the listening and speaking subtests were analyzed by one-way ANCOVA, independent samples to distinguish the differences of students’ English listening and oral performance in two groups. The posttest scores of the experimental group and the control group showed significant differences. The findings revealed that the effects of modified Audiolingual Method on junior high school students’ English listening and oral performance are quite positive; students who received modified Audiolingual Method instruction have better achievement in the listening and speaking subtests, and the improvement on their listening performance is even more significant than that on their oral performance. It can also be concluded that there is no perfect and universal teaching method, and all the English teachers are thus advised to be eclectic. In this way, we can create our own teaching method by blending aspects of others in a principled manner. Based on the results of the study, the researcher also provided a discussion in which some recommendations have been made regarding instructional assistance and future studies.
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Hájková, Jana. "Současný pohled na dril ve výuce AJ." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-337113.
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in English Aim of the thesis: The aim of this diploma thesis is to define the term drill and depict its current use within the English lesson and also assess its role within the language school, where drill is used as a primary teaching technique. Drill is a technique which went through its greatest development when the Audiolingual method became widespread but gradually, throughout the time of the Communicative approach, it began to lose popularity. Despite this, the drill has not been completely forgotten. Not only can we see drill exercises in modern textbooks, but we also encounter drill in the classroom. Drill has been defined in the theoretical section, where its forms have also been described. In addition, the use of drill in various different methods has been further elaborated on and the reasons that led to its downfall. Theoretical part: The aim here is to answer a number of questions: Why do teachers use drill? What are the drawbacks? What do learners prefer as an alternative? Why do some learners deliberately sign up for classes in language schools where drill is mainly used and what results and experience the language school has with drill? Practical part: The author describes her own research, which is based on a questionnaire survey done in a language school where drill is used as...
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Marques, Erika Martins Carvalho. "An analysis of the pedagogical approach to vocabulary teaching at a language school in Southeast Brazil." Master's thesis, 2019. http://hdl.handle.net/10362/75216.
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This study aims to examine how English teachers develop the second language vocabulary of their students in a private language school in Vitoria, Espirito Santo located in the Southeast Brazil. The literature review of this topic includes teaching techniques and some principles behind the audiolingual method compared to other methodologies, such as the communicative approach. Through interviews with English teachers and students, the researcher questioned them about the importance of vocabulary, the challenges in the classroom and their personal beliefs on how vocabulary is best learned. In this school, all teachers used a traditional approach and strictly followed the coursebook lesson because they were limited to the school methodology and could not implement their own lesson plan. They faced many challenges, such as, class time, pedagogical materials, teachers’ autonomy, motivation of the students, and so on. These teachers suggested and designed a strategic lesson plan and made adaptations of the coursebook lesson to better accommodate learners and encourage them to use the target language in a meaningful way. The results indicated that all participants emphasized a belief in an effective instruction of vocabulary when they are able to use a variety of strategic activities. This study also investigates how teachers could use eclectic method and benefit from various pedagogical approaches to teach vocabulary on an everyday basis.O presente estudo tem como objetivo analisar como professores de inglês desenvolvem o vocabulário da segunda língua de seus alunos em uma escola particular de idiomas em Vitória, Espírito Santo, localizada no sudeste do Brasil. A literatura sobre este tópico inclui técnicas de ensino e alguns princípios por trás do método audiolingual, em comparação com outras metodologias, como a abordagem comunicativa. Através de entrevistas com professores e estudantes de inglês, o pesquisador questionou-os sobre a importância do vocabulário, os desafios na sala de aula e suas crenças pessoais sobre como aprender o vocabulário de modo eficaz. Esses professores usam uma abordagem tradicional e seguem o livro didático rigorosamente porque estão limitados à metodologia da escola e não podem programar seu próprio plano de aula. Eles enfrentam muitos desafios, como tempo de aula, materiais pedagógicos, autonomia do professor, motivação dos alunos e assim por diante. Os professores sugeriram e elaboraram um plano de aula estratégico e fizeram adaptações da lição do livro para acomodar melhor os alunos e incentivá-los a usar a língua-alvo de maneira significativa. Os resultados dos participantes indicaram que eles acreditam em uma didática eficaz do vocabulário quando são capazes de usar uma variedade de atividades estratégicas. Este trabalho investiga como os professores podem usar o método eclético e se beneficiar de várias abordagens pedagógicas para ensinar o vocabulário da língua inglesa em uma base diária.
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Dusilová, Tereza. "Audio-kurz jako prostředek výuky češtiny pro cizince." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-369813.
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This thesis concerns audio courses as the means of teaching of foreign languages. In the theoretical part, it deals with historical context of language audio courses. By way of describing the development of teaching methods (grammar-translation method, direct method and audio-lingual method in particular), it presents main principles of audio courses. Due to the main target group of language audio courses in general and also the audio course of Czech for foreigners that was created as a project to this thesis, it also deals with A1 language level according to the Common European Framework of Reference for Languages. In the practical part, it concerns with analysis of three audio courses - the Berlitz's Češkij jazyk: bazovyj kurs, the Pimsleur's Speak and Read Essential Czech and the new project audio course. The last mentioned audio course was pretested and the results are provided in form of case studies. Key words audio course, audiolingual method, Berlitz, Czech for foreigners, Pimsleur, direct method
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Abd, Al-Magid Mohammed Al-Mamun. "The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms." Thesis, 2006. http://hdl.handle.net/10500/1747.
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This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach.
A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task.
The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study.Linguistics
M.A. (Applied Linguistics)
Books on the topic "The Audiolingual method"
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Auditory communication for deaf children: A guide for teachers, parents and health professionals. Camberwell, Vic: ACER Press, 2011.
Find full textBook chapters on the topic "The Audiolingual method"
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"The Audiolingual Method." In Approaches and Methods in Language Teaching, 50–70. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511667305.006.
Full textConference papers on the topic "The Audiolingual method"
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Li, Si. "The Comparison of the Role of Speaking Skills in the Direct Method, Audiolingual Method and Task-based Language Teaching." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.47.
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Wang, Qian. "A Comparative Study of Improving the Efficiency of College Students' English Learning by Audiolingual Method and Total Physical Response Teaching." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.232.
Full textReports on the topic "The Audiolingual method"
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Richards, Jeffrey. The Natural Approach and the Audiolingual Method: A Question of Student Gains and Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6580.
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