https://padlet.com/tgood01/fa4r5j97hnxnyaa6 en-us 2023-03-23 00:19:06 UTC 2023-03-29 01:46:22 UTC hello@padlet.com tgood01 https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2527971135 -Audio-lingual=learning a language by listening and speaking. 
-Widely used in 1950s and 1960s
-Emerged out of a need for foreign language proficiency in the US military
-Initially called "the Army Method" as it had an intensive, oral based approach
-Influenced by Behaviorism
-A combination of structural linguistic theory, contrastive analysis, aural-oral procedures and behavioral psychology led to this method.
-Similar to direct method
-Adopted for teaching foreign languages at the college and university level in the US and Canada.

]]> 2023-03-23 00:33:55 UTC https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2527971135 tgood01 https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2527972801 -Difficult for students to move from memorized dialogues and drills to real-life communication. Neglects communicative competence
-Teacher-centered method
-Fell out of favor by 1970s when behaviorist theories were challenged
-Language skills are not treated equally, favors listening and speaking. Reading and writing are dependent upon previously taught oral skills
-Native language is subordinate. Not used or limited use.
-Focus is on form not meaning
-Vocabulary is limited
-Students have little control or input over the content, pace or style of learning
-Method is rather boring, no room for spontaneity]]> 2023-03-23 00:35:09 UTC https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2527972801 tgood01 https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2527975669 Dialogue memorization: students memorize a dialogue using mimicry and role-playing
Backward build-up: the teacher breaks up the sentence starting at the end, has the students repeat each phrase until they can say the whole sentence.
Repetition drill: students repeat what the teacher says as quickly and accurately as possible
Chain drill: students ask and answer each other in a circular chain
Single-slot substitution drill: teacher states a line from the dialogue, then uses a word or phrase as a cue that students need to use when repeating the line. They must substitute the word or phrase into the right place.
Multiple slot substitution drill: multiple cues substituted in a line
Some other drills:
Inflection: one word in a sentence appears in another form when repeated.
Replacement: One word is replaced by another.
Restatement: Student rephrases what is said and addresses it to someone else.
(See Approaches and Methods in Language Teaching book for further drills.)]]> 2023-03-23 00:37:32 UTC https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2527975669 tgood01 https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2527985052 -Dialogues are used at the beginning of lessons. Mimicry and memorization are used.
-Language learning is seen as a process of habit formation. Good habits are formed by giving correct responses.
-Pronunciation is stressed.
-The teacher models the target language. It's the students job to repeat as accurately as they can.
-More often students repeat, stronger the habit and greater the learning.
-Grammatical structures are taught sequentially and rules are taught inductively. Rules are not given until students have practiced a pattern in a variety of contexts.
-Students should overlearn the sentence patterns.
-Errors lead to formation of bad habits.
-Positive reinforcement helps students develop the correct habits.
-The meanings of words can only be learned in a linguistic and cultural context and not in isolation.]]> 2023-03-23 00:45:17 UTC https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2527985052 tgood01 https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2531325975 -Reduced stress on the learners to "come up with" language.
-Teaches students how to pronounce correctly (intonation, stress, tone and rhythm of words, phrases and sentences)
-Visual aids/cues which was thought to aid vocabulary learning
-Repetition and practice aids in learning of the language
-Can be used with large groups, small groups and individuals (classroom, language lab)]]> 2023-03-25 15:12:46 UTC https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2531325975 tgood01 https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2532203045 -In learning French, our text started out with a dialogue (listening/video) that used the themed vocabulary and grammatical structures we would learn that unit. We would also have to create a dialogue on our own for the unit, memorize it and present it with requirements such as using the vocabulary, certain grammatical structures, etc. It helped to learn the language somewhat especially the grammar and vocabulary. Works with other languages
-Connected Strategy: Role-Plays
-Add some of the drills for pronunciation practice or learning grammatical structures as a small part of the lesson (not for the whole lesson, just as a supplement); introduce structures through songs/tongue twisters
-Teach vocabulary in context in an audio-visual way using pictures, photos, real objects or video.]]> 2023-03-27 01:04:29 UTC https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2532203045 tgood01 https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2535783678 -Larsen-Freeman, D. (1990). Language teaching methods. United States. Department of State. Office of English Language Programs. Materials Branch.
-Richards, Rodgers, T. S., & Rodgers, T. S. (Theodore S. (1986). Approaches and methods in language teaching : a description and analysis. Cambridge University Press.
-Rustamova, Adash Eshankulovna, & Musurmonova, Saodat Jamshidovna (2021) The Characteristic Features of the Audio-lingual Method. International Journal of Engineering and Information Systems. 5(4), 234-235.]]> 2023-03-29 00:19:43 UTC https://padlet.com/tgood01/fa4r5j97hnxnyaa6/wish/2535783678