WOW !! MUCH LOVE ! SO WORLD PEACE !
Fond bitcoin pour l'amélioration du site: 1memzGeKS7CB3ECNkzSn2qHwxU6NZoJ8o
  Dogecoin (tips/pourboires): DCLoo9Dd4qECqpMLurdgGnaoqbftj16Nvp


Home | Publier un mémoire | Une page au hasard

 > 

Towards integrating television materials into english teaching and learning at the national university of Rwanda: an exploratory case study of the second year english course

( Télécharger le fichier original )
par Pravda Mfurankunda
University of the Western Cape, Cape Town - Masters in Education 2005
  

précédent sommaire suivant

Bitcoin is a swarm of cyber hornets serving the goddess of wisdom, feeding on the fire of truth, exponentially growing ever smarter, faster, and stronger behind a wall of encrypted energy

2.3.3. Audio-lingual Method

The 1950s and 1960s saw the emergence of this method. The Audio-lingual Method draws its name from the emphasis on listening (audio) and speaking (lingual) abilities. The appearance of the Audio-lingual Method resulted from increased attention given to foreign language teaching in the USA toward the end of the 1950s (Richards and Rodgers, 2001: 52). One of audiolingualism's central tenets is that learning a language is largely a question of habit formation, and for this reason a good part of the lesson is spent on drills, in an attempt to make the grammar point an automatic habit. A number of learning influences emerged. These became the psychological foundations of Audiolingualism and came to shape its methodological practices. Richards and Rodgers (p.57) give some of the central methodological practices:

1. Foreign language learning is basically a process of mechanical habit formation;

2. Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form;

3. Analogy provides a better foundation for learning than analysis;

4. The meanings that the words of a language have for the native speaker can be learned only in a linguistic and cultural context and not in isolation.

The audio-lingual method approached the teaching of the four skills as follows: nothing was spoken before it was heard, nothing was read before it was spoken, nothing was written before it was read (Kilfoil and Van der Walt, 1997:10) In other words, the order of skills presentation is adhered to: listening, speaking, reading, and writing. In this case, the oral and aural skills receive most of the attention and what students write is the outcome of what they have first been introduced to orally (Larsen-Freeman, 2000:46). With this method came the trend which led to the use of tape recorders as instructional materials. This was promoted as a way of easing the burden of teachers in drilling and pronunciation. Tape recorders provided the opportunity for further drill work and for receiving controlled error free practice of basic structures. In this case, the teacher would pay attention to mistakes of pronunciation or grammar and correct them immediately. Tape recording was later replaced by the language laboratory model.

The Audio-lingual Method came to its decline even though it is still used today. It has been criticised as ineffective. As Richards and Rodgers assert (2001: 65), students were found unable to transfer skills acquired through Audiolingualism to real communication outside the classroom. Some theoretical attacks on audio-lingual beliefs resulted from Chomsky's theories. The American linguist argued that sentences are not learned by imitation and repetition but `generated' from the learner's underlying `competence' (Chomsky, 1966 as cited in Richards and Rodgers, 2001:66). The Audio-lingual Method came to be rejected due to its emphasis on drilling, repetition and memorisation. Although the desired aim was to teach learners to communicate, practically speaking, the goal was not achieved. Consequently, teachers felt the need to opt for innovations, hence the rise of the Communicative approach to language teaching.

précédent sommaire suivant






Bitcoin is a swarm of cyber hornets serving the goddess of wisdom, feeding on the fire of truth, exponentially growing ever smarter, faster, and stronger behind a wall of encrypted energy








"Le don sans la technique n'est qu'une maladie"