Principles and techniques of language teaching pdf

Language is mainly speech. Culture includes more than fine arts. Reading is taught from the beginning. Language Teaching:DM 2. Concrete objects are used to make the direct link between form language and meaning. Mother tongue has almost no role. Language Teaching:DM 4. Demonstration is preferred to explanation and translation. Vocabulary in use is emphasized to boost thinking in English. Real use in real sentences. Language Teaching:DM 6. Oral communication is the goal. Pronunciation receives primary attention - focus on form.

Self correction is preferred to teachers correction. Language Teaching:DM 9. Lessons should provide the chances for real life conversation. Grammar is taught inductively or implicitly. Language Teaching:DM Like reading,writing is practiced from beginning.

Four language skills are together. Lessons are topic based and not structurally designed. Language and culture are interwoven. Language Teaching:DM Immediate correction by self correction or teachers indirect correction.

An error is like a sin. Students knowledge about L2 is not evaluated as it was in GT. Language Teaching:DM The weaknesses of Direct Method Overemphasized natural language acquisition usage for classroom learning situation. Placing so much emphasis on the teacher rather than textbook. Language Teaching:DM About the same time Eclecticism the idea that language teaching should undergo ongoing reform was also proposed and supported. Form appears inside the context, not in isolation.

For example, a dialogue is used to introduce a new structure. Language Teaching:ALM 2. L1 and L2 have two systems and they are treated differently to avoid interference. The teacher is the model. His native-like accent does matter. Language Teaching:ALM 4. Language learning is habit formation and habits should be repeated to get fixed in mind. Errors are barriers for habit formation inhibition. Language Teaching:ALM 6.

Communication is the prior goal. A sentence includes several slots and each slot needs a special part of speech. John is satisfied with the John is satisfied with the concert.

Language Teaching:ALM 8. Note: Behaviorism: stimulus, response and reinforcement. Positive Reinforcement, or 2. Language Teaching:ALM 9. Language Teaching:ALM Language is a set of patterns or structures. Pattern practice leads to the over-learning of a desired verbal behavior habit formation.

Language is a system of forms, from smaller units such as sounds to bigger units such as sentences. Structuralism studies the distribution of units within the system e. Structuralism is a reaction to mentalist and traditional approach to grammar. In Structuralism all languages are equally developed.

Language is equal to speech. Language can be learned by mastering the building blocks elements of the Form system. Rule-ordered processes involve addition, deletion, and transposition of grammatical elements.

Automatic repetition is the result of overlearning - Drilling and mechanical repetition. The teacher is an orchestra leader. Mechanical drills, 2.

Learning the structural patterns comes before vocabulary. Students sometimes repeat unknown or meaningless words Form is more important. L2 learning is equal to L1 acquisition. Rules are induced implicit from examples. Contrastive analysis of L1 and L2 shows the areas of difficulty. The Natural Order is to be adopted for L2 acquisition. Note: In ALM acquisition is preferred to learning. The former is implicit. The Silent Way: Although Audiolingualism is widely used all over the world, it was heavily criticized in the early s.

Both Behaviorism psychological foundation and Structuralism linguistic foundation were attacked by linguists and psychologists. Behaviorism was followed by Cognitive Psychology.

Structuralism was followed by Transformational-generative linguistics. Basic concepts: 1. Human is creative, so mimicry, memorization, repetition and parrot learning Behaviorism do not lead to real learning. Language is not confined to a limited number of structures as opposed to Structuralism. Best evidence: new sentences that children make in early life.

Language learning is not the outcome of habit formation Behaviorism. It is the process of creative rule formation Cognitive Psychology. Cognitive psychology puts more emphasis on thoughtful, mentalist and creative processes. Learners form hypothesis to discover the rules of L2. Language learning is not the passive process of stimulus response behavior. Learners are actively involved in discovering L2 rules.

Note: In general, Cognitive science deals with the scientific study of thinking, reasoning and the intellectual processes of the mind. Generative Transformational theory proposed by Chomsky in is a model for the description of all languages.

GT theory, with a system of rules, shows the knowledge that a native speaker uses in forming grammatical sentences. In GT theory internalized grammar of a language Competence enables one to create and understand totally new sentences. Competence enables us to tell what are and what are not possible sentences in a language implicit knowledge.

Competence is different from Performance which is the actual use of the language by individuals. They show the learner is testing his hypotheses. The progress is gradual and step by step. All four skills are worked on from the beginning. In addition.

Form and meaning are both important. Gattegnos Silent Way was not the outcome of Cognitive Psychology, but in line with the theory. That is, both assign an active role to the learner. In both Silent way and Cognitive Psychology, teaching is subordinate to learning: Both of them are learning and learner centered, not teaching centered. Principles: 1. The teacher goes from familiar to unfamiliar. For example, he starts with L2 sounds which are similar to L1 sounds.

The teacher speaks very little, only when needed. His silence motivates the learners to participate more and be active.

The teacher is not the model. His gestures work. Students self criteria for correctness are emphasized. The student takes the responsibility of learning. Students actions show if they have learned. Students help each other. The teacher uses gestures and L1 to help them learn. Students familiar knowledge old context helps them learn the unfamiliar new context.

The teachers interference is very little. Reading is worked on from the beginning but after speaking. The teacher's silence leads to the student's autonomy: learner centeredness. Meaning is achieved through perceptions senses , not translation. Group cooperation is the norm. Little praise and punishment. Errors are important. They are the road signs. Self correction over teachers correction.

Students listen to each other. Learning rates are different. Perfection is not the target. The teacher frees his time by his silence. Students are attentive. Meaningful practice is preferred to repetition. Logical presentation of language elements from familiar to unfamiliar. Autonomy is gained by exploring and making choices. Feedback from students informs the teacher. No homework:sleeping practice.

Syllabus is structure based. Structures are not presented in a linear way. Skills speaking, reading and writing reinforce one another. Suggestopedia Superlearning : psychological barriers are the main causes of failure in language learning. These barriers should be removed. These barriers are fear of bad performance, limited ability to learn, and failure, so our full mental powers are not revealed. Suggestology: how to harness and redirect mental capacity foe maximum learning.

It is based on Desuggestion and Suggestion. Desuggestion: unloading mental reserves of unwanted memories. Suggestion: loading the reserves with facilitating memories. Basics of Suggestology: 1. Authority: the teachers C. Students must respect and trust the teachers authority. The teacher desuggests the barriers: L2 learning is fun. Students imagination is activated Suggestion. Students confidence is raised Suggestion. Choosing new names and biographies enhances feeling of security suggestion.

Easy to handle dialogs come first. Students attention is off the Form structure and on communication. The lessons indirectly enhance positive Suggestions. Grammar and vocabulary are taught very superficially. Mother tongue and translation are used to transfer meaning. Double planedness: language message is the conscious level; music is the subconscious level. They go together. Decoration of the environment is so important. To overcome the barriers, a pseudo-passive state is needed.

Homework is done at night and in the morning. Dramatization and fantasy reduce the barriers to learning. The arts music, drama, should be part of the process of learning.

Novelty is the to motivation learning activities are varied. Infantalization is the key factor. A childlike attitude to learning helps a lot. In some activities the conscious attention focuses on using L2, not on the structure and form. Errors are tolerated and corrected indirectly later. Two kinds of materials: 1. Direct support: texts and tapes 2. Indirect support: classroom decoration and music. Zero beginners are different from false beginners.

Students are required to talk ex tempore not from memorized lines. Students are immersed in the method and forget their past new names. Words are taught in word pairs. The texts should be emotionally and motivationally powerful. They have literary value. Musical background leads to relaxed body and alert mind. Curran His theory is based on adult learning.

Language Teaching:CLL Adults feel frightened in a new learning situation: the inherent change and chances of making mistakes frightens them. So the teacher should play a counselor. It is a social process. The teacher starts a friendly relationship. The teachers explanation of the activities brings security. Language Teaching:CLL 3.

Language is for communication. The teachers standing position can be effective in reducing tension and fostering interaction. Language Teaching:CLL 5. The teacher is caring about the students limitations and fears. They learn with different paces.

Time limits are revealed; security follows! Language Teaching:CLL 7. Language Teaching:CLL 8. Learners have different strategies, paces and styles of learning. The teacher makes them feel relaxed Affective factors. Language Teaching:CLL 9. The teacher is a counselor. Negative feelings block learning. L1 is part of the process of learning. Understanding should be guaranteed. Language Teaching:CLL The tasks are given one by one to reduce the barriers. Students go from total dependence on the teacher to independence and initiative.

Relaxed reflection and thinking fosters the process. Having a choice results in developing an inner wisdom. Careful listening is needed to learn to discriminate and see the similarities and differences. Group work and cooperation is preferred to competition. Indirect correction reduces tension. Interaction among the peers students leads to trust and less threat.

Learning takes place if the task neither too new nor too familiar. Thinking about learning experiences is as positive as reflecting on L2. In early stages, the syllabus is learner dependent oriented. Language Teaching:CLL Curran: there are six elements for nondefensive learning: Security, aggression assertiveness , attention, reflection, retention integration , discrimination.

The test is mainly integrative, not discrete point. Self evaluation is also valued. The teacher and students form a community learning is persons. They trust each other and the process. The importance is given to Listening Comprehension.

Speaking is a natural product of listening. Krashen and Terrells natural Approach:. Natural Approach is similar to Direct Method, but in former L1 is allowed. Its principles have been applied by language teachers for many Ox ford University Press. Most recently, it wa s revi ved as a method when the goal of inst ruc- Kelly, l oui s G. Tuienty-iive Centuries of La nguage Teaching. Rowl ey, MA: Newbury H ouse.

Plementarbuch der Franz csiscben Sprache. Berlin: E ing students to use the target language co mm unicatively, the Direct A. Method becam e popular. Stern, H. Fundamental Concepts of LAnguage Teaching. The Dire ct Meth od has on e very basic rule: No tr an slati on is allowed. Oxford: Oxford University Press. In fact, the Direct Meth od receives its name from the fact that meanin g is Thomas, C. Report of the Com mittee of Twelt!

Boston : D. We will now try to com e to a n understa nding of the Direct Met hod by observing an English teac her using it in a senoia media lower seconda ry school class in Ital y. Th e class has thirt y students who attend English class for on e ho ur, three times a week.

Th e class we o bserve is at the end of its first year of English lan guage instr uct ion in a scucta media. H e has placed a big map of the United States in the front of the classroo m. He asks the students to open their book s to a certai n page number. Th e lesson is entitled ' Looking at a Ma p. Th e reacher po ints to the par t of the map the sen- tence describes after eac h ha s read his sentence, T he passage begins: We are loo king at a map of the United Sca tes.

Canad a is rhc co unt ry to the no rth of the United Stares, and Mexico is the country to the sou th of the United Stares. In the East is a mountain range called the 'No. Canada isn't the country south of the United States. In the West arc rhc Rocky Mountains. The Great l. A stu dent asks what a mountain range is. T he teac her 'The Rio Grande is a river. Where is it? What mountains are they? Finally, the teacher invites the student s to ask questions.

Ha nds go up, and rhc teacher calls o n stu dems to pose question s one at a time to wh ich the class replies. After severa l questio ns have been posed, one girl asks, ' Where are the Appa lachian M o unt ains? After insuring that the stu dents' pro nunciation is correct, the teacher a llows the class to an swer the question. Later another stu dent asks, 'W hat is the ocean in the West Coast? The teacher replies, 'You are sitt ing betw een Maria Pia Afte r the students have asked a bout ten q uestions, the reacher begins and Gio vanni.

Paolo is sitting between Gabriella an d Cettina. No w do asking question s and making sta teme nts aga in. T his rime, how ever, the you understa nd the meaning of " between "? T he reacher next instructs the students to Urn to an exercise in the les- Th e teacher asks , 'A rc we look ing at a map of the United States?

T hey read a sentence out loud 'Yes. We arc loo king at a ma p of the United Sta tes. Th e passage be d ictates is on e pa ragra ph long used to help st udents und erstan d and is a bo ut the geography of the United State s. D uring the remaining two classes this week, the class will: 3 The teacher uses the target Th e native language sho uld not be 1 Review the features of Unite d States geography.

The graphical features. Afrer this, the students will give directions to the stud ents use the target teacher, wh o will complete a ma p o n the blac kboard.

It is States. T hey will compare this attitude with their own view of tim e. Vocabulary is acquired students rep ly in a co mplete mo re naturally if students use it in Let us make some observations on our experience. These will be in sentence in the target full sente nces, rat her tha n the co lumn on the left.

Th e principles of the Direct M ethod that can language. La nguage is primarily of 'Appalach ian. Culture co nsists of more than the fine arts e. In order to do this, when ask each other ques tions. Students demonstrates irs meaning through the usc of rcalia, pictures, or pan- should be enco uraged to speak as tomime; he never translates it into the students' native language.

Studen ts speak in the target language a great deal and communicate as if they were in real situations. In fact, the syllabus used in the Direct 10 The stude nts fill in blanks with Gramma r sho uld be ta ught Metho d is based upon situations for example, one unit wou ld consist prepositions pra cticed in t he ind uctively.

There may never be an of la nguage that people would use at a bank, another of the language lesson. Grammar is taught induc tively; that is, the 11 The teacher dictates a Writing is a n important skill, to be students are present ed with exampl es and they figure out the rule or pa ragraph about United Stat es developed from the beginning of generalization from the exa mples.

An exp licit grammar ru le may geography. Stu dents prac tice vocabular y by using new words in complete sente nces. What is the nature geography. T he initiation of the interaction goes both ways, from reacher to stu- 13 A pro verb is used to discuss Learning another language also dents and from student to teacher, although the latter is often teacher- how people in the U.

Students converse with one another as well. Now let us consider the principles of the Direct Method as they are arranged in answer to the ten questions posed earl ier: 6 How is language viewed?

How is culture viewed? Language is primar ily spoke n, not written. Th erefore, student s study 1 What are the goals of teachers who use the Direct Method? They also study cul- Teachers who use the Direct Method intend that students learn ho w ture consisting of the history of the peop le who speak the target lan- to communicate in the target language.

In ord er to do this success- guage, the geogra phy of the count ry or countr ies where the language fully, students should lea rn to think in the target language. What is the role of the students? What language skills are Although the reacher directs the class activities, the student ro le is emphasized? Although work on all four process.

T hu s the reading and writing an d grammatical structures. They have the opportunity to ask questions exerc ises arc base d upo n what the stu dents practice o rall y first. Pron unciation also receives attention right from the beginning of a cou rse.

Getting students to self-correct T he teacher of this class has the studen ts self-correct by ask ing them to 8 What is the role of the students' native language? Th ere are, however, ot her ways of getting stu dents to self-correct.

Fo r example, a teacher might simply repeat wh at a student has just sa id, 9 How is evaluation accomplished? Another possibility is fo r the teacher to repea t what the We did not actu ally sec any formal evaluation in the class we student said , stoppi ng just before the error. T he student knows that the observed; however, in the Direct Method, students are asked to use next word was wrong.

They are asked to do so using both ora l and writt en skills. Fo r Conversation practice example, the students migh t he inte rviewed orally by the teacher o r migh t be as ked to wr ite a pa rag ra p h a bout something they ha ve srud - T he teacher asks students a n umb er of qu estions in th e ta rget language, ied.

In the class ob served, the teacher asked indi vidu al st udents q uest ions about 10 How does the teacher respond to student errors? T he question s co ntai ned a particular gra mmar str uctu re. Lat er, the students were able to ask each other their own questions using Th e teacher, emp loying var ious techn iques , tr ies to get stu dents to the same grammat ical str uct ure.

Then the Method, but differs in its application in the Direct Method. All the items arc fo llowing techn iq ues may a lso be useful. Of course, even if you did not in t he target lang uage; furthermo re, no explicit grammar rule wo uld be agree with all the answers, there may be some techniques of the Direct applied.

The students would have induced the grammar rule they need to Method you can ad apt to your own approach to teachi ng. The follow ing fill in the blanks fro m exa m ples and p ractice with earlie r parts of the lesson. Dictation Th e teacher read s the passage three times. The first time the teacher reads Reading aloud it at a nor mal speed, whil e the students just listen.

Th e second time he Studen ts take [Urns rea d ing sections of a passage, play, or d ialog o ut loud. Th e last tunc the teacher again rca lia, examples, or ot her means to make the meaning of the section clca r. Question and answer exercise Map drawing Th is exercise is con d ucted only in the target lan guage. Stu dents are asked Th e class includ ed one exa mple of a technique used to give students lis- q uestio ns an d ans wer in full sentences so tha t they practice new wo rds tenin g comprehension pr actice.

Then th e teach er ga ve t he st ude nts dir ec- grammar is trea ted ind uct ively. Wr ite between ded uctive a nd ind uct ive rrcarmcnr s o f g ra mma r? Each student Di rect Method not to know his st udents' native la nguage. Do yo u co uld ha ve a turn g iving t he reach er ins tructions for finding and la beling ag ree? B Apply what you have understood about the Direct Method.

Paragraph writing C hoose a particular situ ation such as at th e bank , at the railroad sta- T he teach er in th is class as ked the st ude nts to write a paragra ph in thei r tion, or at the doctor's office o r a particul ar topic such as articles of o w n wo rd s on th e ma jor geogra phica l featu res o f th e United States.

Th ey clo thing, holidays, o r the wea the r and write a short passage or a dia- co uld ha ve done th is from memory, or th ey could have used the reading log on the theme you have ch o sen. Now th ink abour how you will con- passage in the lesson as a model, vey its meaning to students without u sing th eir native language. Wh at ex amples can yo u provide them with so that th ey can induce th e rul e t hemsel ves?

N ow t hat yo u ha ve con sidered t he pr inciples a nd the techn iq ues of the Dir ect Method somewha t, sec what yo u ca n find o f usc fo r your o wn J Practice writing and giving a dictation as it is described in t his chapter. Docs it ma ke sense to yo u t ha t the stu de nts' native lan guage sh ou ld no t be used to g ive Berlitz, M. Meth ode Berlitz, New York: Berl itz. Do yo u ag ree that t he cu lture t hat is de Sauze, Em il B.

The Cleveland Plan for the Teaching of Modem ta ug ht should he ab out peo ple's dai ly lives in addition to t he fine art s? Languages with Special Reference to French, rev, edn. Sho uld students he enco uraged to self-correct? Are there any other prin- Phi ladelphi a : Winston. Diller, Ka rl C. The Language Teaching Con troversy. Ro wley, M A: Is dictation a worthwhile activity? Ha ve you used qu estion -and -an swer N ewbur y H o use. If not, Garcnby, E.

A Direct Method English Course. Lond on: sho uld you? Is par agraph writing a useful thing ro ask students to do? Longm an. Sho uld grammar he pr esented inductively? Are there all ' other techniques Gou in, Francois.

I HHO. The A rt of Teaching and Studying Languages. Tra nslated by Swa n, Bett s. I H Lon do n: Philip. Kra use, Ca rl A. The Direct Method ill Modem Languages. New Yor k: Cha rles Scribne r. H owever, it is very different in that ra ther than emphasizing voca bulary acquisitio n thro ugh exposure to its usc in situa tions, the Audio-Li ngualMet hod drills stude nts in the use of grammatical sen tence patterns.

It also, unlike the Direct Meth od , has a strong theo retical base in lingui stics and psych ology. Cha rles Fries of the University of Michiga n led the way in applying principles from srrucrurallinguisrics in developing the method. It was tho ught that the wa y to acqu ire rhe sente nce pa r- terns of the ta rget lang uage was th rou gh cond itioning- helping learners to respo nd correctly to stimuli thro ugh shaping an d reinforc ement.

Learn ers co uld ove rco me the habits of their nat ive language and form the new ha bits required rc be target language speakers. In order to come to a n understand ing of th is merhod. Icr us now enrer a classr oo m w here the Audio-Lingual Method is being used.

We will sit in on a beginning level English class in M ali. There arc thirty-four students, thirt een to fifteen years of age.

EXPERIE NCE As we enter the classroom, the first thing we notice is that the stude nts a rc attent ively listening as the teacher is presentin g a new dia log, a co nversa- tion between two peopl e. T he students know they will be ex pected to event ua lly memo rize the dialog the teacher is introd ucing.

All of the teacher's instructions are in Eng lish. So met imes she uses actio ns to con- vey mean ing, but no t one wo rd of the stude nts' na tive language is uttered. After she acts o ut the dialog, she says: 'All right, class.

I am going to repeat the dialog no w. Listen carefully, but no talkin g please. T hey kno w eac h class is experiencing a repetition dr ill wh ere the task is to listen ca rcful! One of them is named Sally and an d attem pt to mimic the teacher's mo del as accu rately as pos sible. Listen to their Next the class and the teacher switc h ro les in order to practice a little co nve rsation: more, the teacher saying Bill's lines and th e class saying Sally's.

T he teac her stops the st udents from time II I J. Goo d morn ing, Sally. LY How are you? And you? Where arc you going? RJ L L I'm going to the post office.

She then initiates a chain drill with four of the lines from the dia log. LY I am too. Shall we go together? Let's go. This time try to understand all that I am saying.

A chain d rill also lets students use the expressions in co m- N ow she has the whole class repear each of the lines of the d ialog after munication with som eone else, even t hou gh the co mm unic ation is very her model.

T hey repeat eac h line severa l tim es before moving on to th e limi ted. T he teach er addresses t he st udent near est her wit h, 'G ood morn - next line. Wh en t he class com es to t he line, 'I'm going to the po st office,' ing, jose.

Th e teac her, at thi s point, sto ps the are you? Th e pu r- ' Fine. Th at student, in ru m , sa ys her parts. Th e reacher sta rts wit h th e end of th e sentence and has t he class lines in reply to him. Wh en she has finish ed, she greets t he st udent 0 11 th e rep ea t just the last two words. Since th ey ca n do this, the teacher adds a other side o f her.

T his chai n co nt in ues unti l all of th e st ude nts have ,1 few more word s, and the cla ss repea ts thi s expan ded phrase. Litt le by lit- chance to ask and ans we r th e qu estion s. T he last st ude nt dir ect s th e greet- tle the teacher bu ilds up th e phrases until th e en tire sentence is being ing to th e teach er.

When they arc finished, two o thers do the same. Th e teacher moves next to th e second major phase of the lesson. She CI. ASS To the posroffice. The first drill the reacher lead s C I. ASS I'm go ing to the post o ffi ce. Thi s wo rd or phrase is ca lled T hrou gh this step -by-ste p proced ure, rhe teac her is a ble to give rhc stu - th e cue.

I laving wo rked on the line T he teac her begins by reciting a line from the d ialog, ' I am go ing to the in sma ll pieces, rbe stu dents arc also ab le to ta ke note of wh ere eac h word pos r o ffi ce. She po ints to a girl and waits for the students respon d, ' I am going to the dr ugstore. The teacher cues, 'T he par k. This is essentia lly the same Other cues she offers in turn arc 'the cafe,' 'the supermarket: 'the bus type of dr ill as the single-slot the teacher just used.

However with this stat ion,' 'the football field,' and 'the librar y. After the students have gone through the dr ill where it fits into the sentence. The studen ts still listen to only one cue sequence three times, the teacher no longer provides a spo ken cue phra se. T hen they must make a decision concerning where the Instead she simply shows the pictures one at a time, and the students cue wor d or phrase belongs in a sente nce also supplied by the teacher.

The repeat the ent ire sentence, putt ing the name of the place in the pictu re in teacher in this class starts off by having the st udents repeat the original the appropriate slot in the sentence. Th is type of dr ill asks students to chang e one type of sentence into another-an affirma tive sentence into a negat ive or an active sentence into i1 passive, for example.

The teacher offers an example, ' I say, "She is going to the post office. OK, let's begin. The teacher holds up one of the pictu res she used earlier, the pictu re of a foorball field , and asks the class, 'Are ' OU go ing to the football field? T his substinni on drill is slightly more difficult for the stud ents park.

She poses a ques- since they have to change the form of the verb 'be' to 'is' or 'ar c,' depend- tion to the class, 'Arc you going to the library? The students iH C 'Yes, 1; going to th e library. Instead, after going thro ugh the drill a few times sup- students have learned that they arc to answer the questions following the plying oral cues, the teacher po ints to a hoy in the class and the students patte rn she has modeled.

The reacher dri lls them wit h this pattern for the understand they are to lISC the pron oun 'he' in the sentence. They cho rus, next few minutes. I need a linle butter. The studen ts are , She again shows the class on e of the pictures, a supermarket 4 Work on the difference between mass and count nouns, cont rasting this time. She asks, 'A re you go ing to the bus station? T he stu- 'Very good! She wo rks a little longe r on this ques- pronunciation between the words in each pa ir.

Then, when she feels tion-and-answer drill, somet imes provid ing her srudcnrs with situatio ns they arc ready, she dri lls them in saying the two sounds -fi rst by them- that requi re a negativ e answer and sometimes encour ageme nt 10 each selves, and later in words, phrases, and sentences. She holds up pictures and poses questio ns one right after 6 Sometime to wards the end o f the week the teacher writes the dialog on another, hut the studen ts seem rc have no trouble keeping up with her, the blackhoa rd.

She asks the students to give her the lines and she - T he onl y time she changes the rhythm is when a student serio usly mispro writes them out as the students say them. T hey copy the dialog in their and wor ks briefl y not ebooks. T hey also do some limited written work with the dialog.

In nounces a wo rd. When this occurs she resta tes the wo rd with the studen t until his pronun ciation is closer to her ow n. The studen ts have to rewrite the dialog in the ir note- of with which she began the lesson. She repeats it once, then has the half books, supp lying the missing words wirhour looking at the comple te half of the class to her right do the class to her left do Bill's lines and the dialog they copied earlier. In anothe r exercise, the students are given Sally's. This time there is no hesitat ion at all.

The studen ts move th rough sequen ces of words such as J, go , supermarket and he , need, butter and the dialog briskly. They trade roles and do the same. The teacher smiles, they ar c asked to write complete sentences like the ones the ' have been 'Very good. Class dismissed. The lesson ends for the day. Both the reache r and the students have 7 O n Friday the teacher leads the class in the 'su perma rket alphab et for worked hard.

The st udents have listened to and spoken only English game. The teacher is tired from all her action, but she is pleased ning with the lcrrcr ' A. The students have learn ed the lines ket. I need a few a pples. He needs a few apples. J need a little bread or "a few In lessons later this week the teacher will do the followi ng: bana nas" or any ot her food item 'OU could find in the super market t Review the dialog.

He needs a few ap ples. She needs a little to the post office. I need a few stamps. I need a little cheese. If the student has diffi cult y think ing of Observations Principles a n item, the ot her st ude nts or the teacher helps. Th e mo re oft en lows the game.

Th e teacher tr ies very hard to get mea ning across in times. Th e teacher a nswers the student's questions a bout the differ- the habit a nd the greater the ences between supermnrkers in the United States and ope n-a ir mar kets lea rning. Th ey also discuss br iefly the differences between American a nd Malian foot ball. T he students seem very interested in the disc us- 5 Th e stude nts stumble over one It is impo rta nt to prevent learners sion.

Th e teacher pro mises to con tinue the discussion of popular of the lines of the dialog, Th e from mak ing er rors. Errors lead to Amer ican sports next week. When up dr ill with th is line. From these we shou ld greets anot her. We will make our ob servation s in order, following the lesson plan of the class we observed. In Observations Principles drills.

Action s, pictu res, or svsrcms. T hev shou ld be kept 9 The reacher uses spoke n cues Students should lea rn to respond realia are used to give mean ing: apart so that 'the student s' nati ve to hoth verba l and nonverba l and picture cues " otherwise.

I o Th e teach er conducts Each langu age has a fi nite num ber transformat ion and question - of patterns. Patte rn practice helps 3 Th e language reacher intro- One of the language teacher's and-a nswer drills. Teachers patterns. By listening to how it 11 When the stud ent s can handl e Studen ts should 'ove rlea rn: i. Cu lture is not onl y individuals; she smiles guiding, and cont rolling the Amer ican supermar kets and lirerarure a nd the a rts, hut also the cnco uragcrncnr: she holds up stude nts' behavior in the ta rget footb all arc includ ed.

On e of the teac her's respo nsibilities is 13 New vocubulury is introd uced Th e ma jor objective of langua ge to present inform ation abo ut t hat thro ugh lines of the dialog; reaching sho uld be for students to culture. At this point we sho uld tu rn to the te n questions we have a nswered for 14 Students are given no grammar Th e learning of a foreign language each method we have co nsidered so far, rules; gram ma tical points arc shoul d be rhe same as the ta ught t hroug h ex amples a nd acq uisition of the native lan guage.

We do not need to memorize rules Teachers wa nt their stu dents to he able to use the ta rget language in order to use ou r native co mmunicatively, In order to do this, they believe students need to lang uage. Th e rules necessary to overlearn the ta rget language, to learn to usc it automa tically witho ut lise the target lan guage will be sto pping to think , Th eir students achie ve thi s hy fo rmin g new habit s fi gu red o ut o r indu ced from in the target lan guage and o vercomin g the old habits of their native exa mp les.

What is the role of the stude nts? A language behavio r of her srudenrs. She is also responsible fo r provid ing places where she ant icipa tes co mparison betwee n th e nativ e her srudcnts wit h a good mod el for imita tion.

Students a rc imitato rs of her stude nts will have trouhle. They teacher in what a reas her students follow the reacher's direction s and respo nd as accurately a nd as ra pid ly will probab ly experience as possible.

Th e dialogs. Th e dia logs arc learn ed thro ugh imitati on and repetition. Th e students ' ua rural or der'- the o rder child ren Drills such as repetitio n, backwa rd build-up.

Students' successful responses arc sente nce dr ills. Gra mma r is ind uced from the exa mples given; writing. Stude nts' 8 What is t he role of the st udents ' native language? Ther efo re, the ta rget language is used in the classroom, not the students' native 4 What is th e nature of stud ent- teacher interaction?

What is th e nature language. A contrastive analysis between the students' native lan- of stu dent-student interactio n? Most o f the inter act io n is betwee n teacher and stu dents and is init iated 9 How is evaluation accomplished? The answer to this qu estio n is not o bvious because we d id nor actually observe the student s in this class ta king a forma l test. If we had, we 5 How are the feelings of the students dealt with? Students m ight be as ked to distin gui sh betw een words in a min ima l 6 How is the langu age viewed?

How is the culture viewed? The view of language in the Aud io-Ling ua l Method has been influ - 10 How does the teacher respond to student errors? Every language is seen as having its o wn uniq ue syste m. Th e system is co mprised o f several di fferent levels: Student errors ar e to be a voided if a t a ll poss ible throu gh the teacher's ph on ological, mo rpho log ical, and syntactic.

Ea ch level ha s its o wn d is- awa reness o f w here the stu dents w ill ha ve d iffi culty a nd restriction o f tinctive patterns. Everyday speec h is emphasized in the Aud io-ling ua l Method. Cu lture consists of the everyday behavior and lifestyle o f the target language speakers. If you agree with the above answers, you may wish to implement the follow- ing techniques; of co urse, even if you do nor agree, there may be techniques 7 What areas of langua ge are emphasized?

What Language skills are described below that yo u a re already using o r ca n ada pt to your approach. Dialog memorization Voca bulary is kept to a min imu m while the students arc mastering the so und syste m a nd gra mmatica l pa tterns. A grammatical pattern is not Dia logs or short con versa tions between two people a re oft en used to the same as a sente nce. For instance, und erl ying the foll owing three begin a new.. Students memo rize the dialo g through mimi cr y; stu- sente nces is the sa me gramma tica l patter n: Meg called, 'l1 C Blue j ays dents usua lly tak e the ro le of on e person in the dia log, and the teacher the umn, Th e team practiced.

After the st ude nts ha ve lea rned the on e per son 's lines, they sw itch Th e natu ra l order of skills p resentatio n is ad hered to: listening, roles an d memorize the othe r person 's parr. Wha t studen ts wr ite they have first been int roduced to the other. After tilt' di alog ha s been memo rized, pa irs of ind ivid ua l stu- o rall y, Pron unciation is ta ught fro m the beginning , o ften by stude nts dents might perform th e dial og for the rest o f the class.

These patterns a nd points a re lat er p ract iced in drills base d on the lines of the dia log. T he T he teacher gives st ude nts a certain kind of sente nce patte rn, an a ffirma- teacher break s do wn the line into several parts.

The students repeat a pa rt tive sen tence fo r exam ple. Students arc asked to transform this sent ence of the sentence, usua lly the last phra se of the line. The n, follow ing the into ;1 negative sente nce.

O ther examples of transforma tions to ask of stu- teacher's cue, the students expa nd what they arc repeating part by part until de nts a rc changing a statement into a q uestio n, an active sente nce into a they are a ble to repea t the enti re line.

The teacher begins wit h the part at passive o ne, o r direct speech into reported speech. Thi s also direc ts mo re student Question-and -answer drill attention to the end of the sentence, wher e new information typically occurs.

T his drill gives st udents practice with an swering qu estio ns. The stu dents should answer the teacher's questions very quickly. Although we d id nor see Repetition drill it in our lesson here, it is also possible for the teacher to cue the students to Stud ent s a re asked to repea t the teacher's model as accura tely and as ask questions as well. T his gives student s practi ce with rhe qucsrion pattern.

This d rill is often used to teach the lines of the dialog. T he each oth er. The teacher begins the chain by greeting a pa rticu lar stude nt, teach er selects the sou nds to wo rk on after she ha s done a contra stive or a sking him a questio n.

T ha t student responds, then turns to the student analysis, a compa rison between the students' na tive language an d the sitt ing next to him. Th e first student greets o r asks a qu estion of the sec- language they are study ing.

A cha in d rill allo ws some con tro lled co mm unicat io n, even th ou gh it is limited. A chain drill also gives the Complete the dialog teacher an oppo rtunity to check eac h student's speech.

Selected words are erased ro m a dia log students ha ve learned. Stud ent s complete the dialo g by fill ing the bla nks with the missing wo rds. Single-slot substitution drill a The teacher says line, usua lly from the dialog. N ext, the teacher says a Grammar game word or a phrase-s-called the cue. The students repeat the line the tea cher Ga mes like the super ma rket alpha bet game described in this cha pter are has given them, substitut ing the cue into the line in its proper place.

Th e used in rhe Aud io-Lingual M ethod. The games a re designed to get stu- majo r purpose of thi s dri ll is to give the students prac tice in fi nd ing and dents to practice a gra mmar po int within a co ntex t. Stud ents a rc able to fi lling in the slots of a sentence. Notice there is also a lo r of repetitio n in this ga me. Multiple-slot substitution drill Th is drill is similar ro the single-slot su bstitution dr ill. T he st udents must recognize wh at part of speech eac h Wc' ve looked a t bo th the techniq ues and the pri ncip les of the Audio - cue is, or at least , where it fits into the sentence, and make any other Lingua l Method.

Try now ro make the bridge betwee n this hook a nd vnur changes, such as subject-verb ag reement. The ' then say the line, fitting teach ing situa tion. If so. Lingu al Method a rc acce pta ble to yo u?

SA M Biology. He's going to be a doctor. Is a d ialog a useful way to intro d uce new material? Sho uld it he memo- rized t hrough mimicry of th e teacher's model? Are structure drill s valuable Prep are a series of dr ills backward buil d- up, repetition , chain, single - pedagogical act ivities? Would yo u sa ' th ese techniques or a ny ot hers non-a nd -answe r] designed to give beginning level EFl students so me of the Audi o-Lingual Method arc on es that you can use as described?

Its principles have been applied by language teachers for many years. Most recently , it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate.

Observations 1The teacher introduces a new dialogue. Principles Languageforms donot occur by themselves; theyoccur most naturally within a context. Hardmondsworth , Penguin. Larsen - Freeman , D. Oxford , OUP. Richards , J. Krashen , S. Oxford : Pergamon Press. Larson - Freeman , D.