Research Based Models

Question 1

is “…a technique of foreign language instruction that emphasizes audio-lingual skills over reading and writing and is characterized by extensive use of pattern practice”

Answer 1

Audio-lingual approach

Question 2

IN the period of World War II United States required linguists to set up special training program which would be emphasized on
fast and easy foreign language acquisition.
The Army Specialized Training Program (ASTP) was established in
1942.
The ASTP, the so-called Army method, had a significant impact on
linguistics and the way foreign languages were taught

Answer 2

Audio Lingual approach

Question 3

It was based on Leonard Bloomfield’s
technique (informant method) of memorization and repetition in simple
foreign language patterns.
In brief, the linguist, without knowing the language, was trained to absorb its
basic structure from the
informant/native speaker and together with students “gradually learned how to
speak this language, as well as to understand much of its basic grammar”

Answer 3

audio lingual approach

Question 4

The Aural-Oral approach,
which was invented by Charles Fries.
According to Fries, language should be
taught by using “intensive oral drilling of
its basic patterns” (Richards, J.C. et-al.
1987). This method emphasized:
* proper pronunciation and intonation

Answer 4

audio lingual approach

Question 5

Fries published “his principles in Teaching and Learning English as a Foreign Language (1945), in which the problems of learning a foreign language were attributed to
the conflict of different structural systems (e.g., differences between the grammatical and phonological patterns of the native tongue and the target language)”. The idea of contrastive analysis of two languages was presented in this work. It was essential in order to prevent potential problems in second language acquisition and it became the basis for a major branch of applied
linguistics called systematic
comparisons. This development of systematic comparison provided a new perspective towards
Foreign Language
Teaching

Answer 5

audio lingual method

Question 6

Audio-lingual approach suggests that students be taught phonology, morphology, and syntax of the language; all these
patterns can be learned through contrastive analysis of the
differences between the native tongue and the target language,
which helps students to acquire new language easier.

Answer 6

audio lingual method

Question 7

1. Foreign language is presented entirely
   orally. (in early stages of learning language written materials are not
   presented)
2. Reading and Writing activities (are based on what students already know how to say orally)

Answer 7

audio lingual method

Question 8

Repetition
* oral drills
* memorization
of simple
patterns are
the basis of
audio-lingual
approach.

Answer 8

audio lingual method

Question 9

Repetition: where the student repeats an utterance as soon as he
hears it, without looking at printing materials. After a student has repeated an utterance, he may repeat it again and add a few
words, then repeat that whole utterance and add more words.
EXAMPLES.
I used to know him. – I used to know him.
I used to know him years ago…
* Inflection: Where one word in a sentence appears in another
form when repeated
EXAMPLES.
I bought the ticket. -I bought the tickets.
He bought the candy -She bought the candy

Answer 9

audio lingual method

Question 10

Replacement: Where one word is replaced by another word
EXAMPLES.
He bought this house cheap. -He bought it cheap
Helen left early - She left early.
* Restatement: The student rephrases an utterance and addresses it
to someone else, according to instructions.
EXAMPLES.
Tell him to wait for you. Wait for me.
Ask her how old she is How old are you?

Answer 10

audio lingual method

Question 11

Completion: The student hears an utterance that is complete except for
one word, then repeats the utterance in completed form.
EXAMPLE.
I’ll go my way and you go … - I’11 go my way and you go yours
* Transposition: A change in word order is necessary when a word is added.
EXAMPLE.
I’m hungry. /so/ - So am I
* Contraction: A single word stands for a phrase or clause.
EXAMPLE.
Put your hand on the table. -Put your hand there

Answer 11

audio lingual method

Question 12

Transformation: A sentence is transformed by being made negative or interrogative or through changes in tense, mood,
voice, aspect, or modality.
EXAMPLES.
He knows my address.
He doesn’t know my address.
* Integration: Two separate utterances are integrated into one.
EXAMPLE.
They must be honest. It is important that
This is important. they be honest.

Answer 12

audio lingual method

Question 13

Rejoinder: Student makes an appropriate rejoinder to a given pattern. Usually student told in advanced to respond in one of the following ways: (polite, answer the question, agree, disagree, express surprise, etc.)
EXAMPLES:
Thank you. You’re welcome.
What is your name? My name is Sam.
* Restoration: is one of the most common patterns that can be found in ESL textbooks; student is given a sequence of words that have been pulled from a sentence, but still keep the meaning. The main aim of
this exercise is to build the sentence using this word sequence.
EXAMPLE:
kids/waiting /school bus Kids are waiting for school bus.

Answer 13

audio lingual method

Question 14

• dialogues, which students have to listen to, repeat and memorize, focusing
  on proper pronunciation, intonation, stress and rhythm usage. They provide the structure and idea of how to use some types of patterns in some
  sort of situations. Usually dialogues illustrate socio-cultural situations of a
  target language, such as greeting, opinion
  exchanges, likes or dislikes, standard safe
  topics (weather, hobbies…etc.) that help
  students to memorize which utterance is
  suitable for each situation.

Question 15

• dialogues, which students have to listen to, repeat and memorize, focusing
  on proper pronunciation, intonation, stress and rhythm usage. They provide the structure and idea of how to use some types of patterns in some
  sort of situations. Usually dialogues illustrate socio-cultural situations of a
  target language, such as greeting, opinion
  exchanges, likes or dislikes, standard safe
  topics (weather, hobbies…etc.) that help students to memorize which utterance is suitable for each situation.

Answer 15

audio lingual method

Question 16

Behaviorist psychology and eventually it had a significant impact
on the teaching and learning principles of audio-lingual method.
Behaviorist psychology claimed that it knows the “secrets of all human learning including languages” (Richards & Rodgers, 1987).
Behaviorism is based on three main elements of learning: stimulus, response, reinforcement

Answer 16

behaviorist

Question 17

utilizes this schema. If we apply this to foreign language learning
we notice that
* the stimulus is the information about foreign language
* the response is student’s reaction on the presented
material
* the reinforcement is natural “self-satisfaction of target language use” (Richards & Rodgers, 1987)

Answer 17

audio lingual method

Question 18

First of all, foreign language learning is a mechanical process.
Memorization and repetition of dialogues or other drill patterns
minimize the risk of making a mistake and increase the chances of giving a correct answer that leads to reinforcement of good
habits.
* Second, Foreign language can be learned and taught more
effectively if it is presented in spoken form before students will see
written form. “Aural-oral training is needed to provide the foundation for the development of other language skills”
* Third, the meaning of words and phrases of a second language
should be learned and taught in a linguistic and cultural context.“ Teaching a language thus involves teaching aspects of the
cultural system of the people who speak the language”

Answer 18

audio lingual method

Question 19

According to Richards and Rodgers (1987), teachers must provide varieties of drills and tasks to keep learner’s motivation. “Failure to learn
results only from the improper application of the method, for example,
from the teacher not providing sufficient practice or from the learner not
memorizing the essential patterns and structures; but the method itself is
never to blame” (Richards & Rodgers, 1987).
The main principles that every teacher should use in audiolingualism,
according to Brooks (1964) are:
* Minimization of vocabulary until all common and simple structures
will be learned.
* Teaching new vocabulary only in the context.
* Learning the structure of second language without explanation,
memorising the patterns of sound, order and form.
* Subordination of the native language to the second language by
translating foreign language into mother tongue.

Answer 19

audio lingual method

Question 20

The learner should be guided by skilled
training techniques in order to produce correct answers. Basically, students’ results depend on the way instructors will direct the lesson. At
the beginning students cannot always understand the meaning of learning
materials; however, in Audiolingualism
learners should repeat carefully all the
information that is presented by teacher,
trying to imitate the instructor’s
intonation and pronunciation as closely
as possible.

Answer 20

audio lingual method

Question 21

First of all, Audio-lingual materials are teachers oriented.
* Second, at the early stages of learning, a student’s textbook is
withheld (however teachers still have access to a teacher’s book that
provides lesson structure and materials)
* Third, other materials (reading, writing) gradually can be introduced as soon as students will be able to
memorize and reproduce simple language patterns.

Answer 21

audio lingual method

Question 22

In the1960s many linguists criticized Audiolingualism, claiming that the theoretical foundation of this approach is weak and students were found to be unable to use skills learned in the
classroom in real communication. In 1966, Chomsky criticized behaviorist theory, that was the main basis of Audiolingualism. He claimed, that this theory could not function as a model of how humans learn languages. Chomsky
introduced an alternative theory of language learning, explaining
that languages are not acquired by repetition and imitation, but “generated from the learner’s underlying competence”

Answer 22

audio lingual method

Question 23

When utilizing the Direct Method to teach foreign language (in this case, learning English), the students are fully immersed in the language they are learning. Concentrated effort is spent speaking the target language being learned and none of the learners’ native language since the goal is the learner to become familiar with listening and speaking in the new language.

Direct Method was established in the 1900’s in England and was adopted as a formal method of language learning in the 1970’s by key international language schools.

Answer 23

Direct Method

Question 24

Direct Method Advantages:
Improved Pronunciation (sustained practice and use helps with pronunciation)

Ideal for Teaching Words (ex: vocabulary and idioms)

Strong fluency (Immersion improves automaticity of language)

Increased confidence when speaking (Immersion builds confidence)

Answer 24

Direct Method

Question 25

Direct Method Disadvantages:

Emphasis is on listening and speaking, not reading and/or writing.

Instruction requires native-language speakers of the language.

Only target language is used with no translation, which could feel frustrating and overwhelming at times