4 The Audiolingual Method听说法
The audio-lingual method
⊙Listen
to the tape, and imitate the dialogue.
Background
●1940s Word Ward Training Program (ASTP) →success
Definition
The approach was theoretically underpinned by structural linguistics, a movement in linguistics that focused on the phonemic（音 素的）, morphological（语形学的） and syntactic（造句法的） systems underlying the grammar of a given language.
Response behavior
Characteristics
The automatic production and comprehension of utterances can be learned by inducing the student to learn. Language skills are learned more effectively if the items to be learned in the target language. Analogy(类推) provides a better foundation for language learning than analysis. Inductive teaching(归纳法) of grammar is preferred(首选). Teaching a language involves teaching aspects of the native cultural system.
(听说法)
Stage 1: Experience
1. Let’s repeat the text. It’s red. /yy/showdetail.p hp?mid=1061&aid=165 Let’s see who is the star of imitation show.
•
• 在听说法的发展过程中，布龙菲尔德教学 的发展过程中， 法的教学过程得到了完善， 法的教学过程得到了完善，成为规范的五 段。 • (1) 认知 认知(recognition) • 认知即对所学句型耳听会意。 认知即对所学句型耳听会意。主要采用 外语本身相同或不同的对比， 外语本身相同或不同的对比，使学生从对 比中了解新句型或话语。 比中了解新句型或话语。 (2) 模仿 模仿(imitation) • 跟读、齐读、抽读、纠错、改正；同时记 跟读、齐读、抽读、纠错、改正； 忆。
• 布龙菲尔德制订了以结构主义语言学和操 练性条件反射为基础的陆军口语法， 练性条件反射为基础的陆军口语法，又称 布龙菲尔德教学法。试验取得成功； 布龙菲尔德教学法。试验取得成功；逐渐 完善为听说教学法并传及全世界。 完善为听说教学法并传及全世界。听说法 又叫结构法或句型法,《英语900句》 又叫结构法或句型法 《英语 句 （English 900）是听说法的典型教材。 ）是听说法的典型教材。
6. Let’s watch some more teaching cases
Stage 2: Exploration and exchange
1. What are the features of the above practices (上述操练有何特征 上述操练有何特征)? 上述操练有何特征 2. What objectives can be reached by using the techniques(这种操练可以达到 这种操练可以达到 什么的教学目的)? 什么的教学目的 3. What is the requirement for a teacher to organize such kind of practice?
世界常用外语教学法简介
世界常用外语教学法简介(3)--听说法(The Audio-Lingual Method)Langzi选编Audio-Lingual MethodThe Audio-Lingual Method, or the Army Method or also the New Key, is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the Direct method. Like the Direct Method, theAudio-Lingual Method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the Direct Method, the Audiolingual Method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. Theteacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct opposition with communicative language teaching.Charles Fries, the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure, or grammar was the starting point for the s tudent. In other words, it was the students’ job to orally recite the basic sentence patterns and grammatical structures. The students were only given “enough vocabulary to make such drills possible.” (Richards, J.C. et-al. 1986). Fries later included principles for behavioural psychology, as developed by B.F. Skinner, into this method.Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These includeRepetition : where the student repeats an utterance as soon as he hears itInflection : Where one word in a sentence appears in another form when repeatedReplacement : Where one word is replaced by anotherRestatement : The student re-phrases an utteranceExamplesInflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.Replacement : Teacher : He bought the car for half-price. Student : He bought it for half-price.Restatement : Teacher : Tell me not to shave so often. Student : Don't shave so often!The following example illustrates how more than one sort of drill can be incorporated into one practice session :“Teacher: There's a cup on the table ... repeatStudents: There's a cup on the tableTeacher: SpoonStudents: There's a spoon on the tableTeacher: BookStudents: There's a book on the tableTeacher: On the chairStudents: There's a book on the chairetc.”Historical RootsThe Audio-lingual method is the product of three historical circumstances. For its views on language, audiolingualism drew on the work of American linguists such as Leonard Bloomfield. The prime concern of American Linguistics at the early decades of the 20th century had been to document all the indigenous languages spoken in the USA. However, because of the dearth of trained native teachers who would provide a theoretical description of the native languages, linguists had to rely on observation. For the same reason, a strong focus on oral language was developed. At the same time, behaviourist psychologists such as B.F. Skinner were forming the belief that all behaviour (including language) was learnt through repetition and positive or negative reinforcement. The third factor that enabled the birth of the Audio-lingual method was the outbreak of World War II, which created the need to post large number of American servicemen all over the world. It was therefore necessary to provide these soldiers with at least basic verbal communication skills. Unsurprisingly, thenew method relied on the prevailing scientific methods of the time, observation and repetition, which were also admirably suited to teaching en masse. Because of the influence of the military, early versions of the audio-lingualism came to be known as the “army method.”.In PracticeAs mentioned, lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom. Modern day implementations are more lax on this last requirement.Fall from popularityIn the late 1950s, the theoretical underpinnings of the method were questioned by linguists such as Noam Chomsky, who pointed out the limitations of structural linguistics. The relevance of behaviorist psychology to language learning was also questioned, most famously by Chomsky's review of B.F. Skinne's Verbal Behavior in 1959. The audio-lingual method was thus deprived of its scientific credibilityand it was only a matter of time before the effectiveness of the method itself was questioned.In 1964, Wilga Rivers released a critique of the method in her book, “The Psychologist and the Foreign Language Teacher.“ Subseq uent research by others, inspired by her book, produced results which showed explicit grammatical instruction in the mother language to be more productive. These developments, coupled with the emergence of humanist pedagogy led to a rapid decline in the popularity of audiolingualism. Philip Smith's study from 1965-1969, termed the Pennsylvania Project, provided significant proof that audio-lingual methods were less effective than a more traditional cognitive approach involving the learner's first language.TodayDespite being discredited as an effective teaching methodology in 1970, audio-lingualism continues to be used today, although it is typically not used as the foundation of a course, but rather, has been relegated to use in individual lessons. As it continues to be used, it also continues to gain criticism, as Jeremy Harmer notes, “Audio-lingual methodology seems to banish all forms of language processing that help students sort out new language information in their own minds.” Asthis type of lesson is very teacher centered, it is a popular methodology for both teachers and students, perhaps for several reasons but in particular, because the input and output is restricted and both parties know what to expect.Manifestations in Popular CultureThe fact that audio-lingualism continues to manifest itself in the classroom is reflected in popular culture. Films often depict one of the most well-known aspects of audio-lingualism : the repetition drill. In South Park Episode #172, Cartman applies the repetition drill while teaching a class of high school students. In Mad Max Beyond Thunderdome, an LP record of a French lesson instructs a pair of obliging children to 'repeat' short phrases in French and then in English.听说法(The Audio-Lingual Method)本世纪40年代开始，结构语言学、数学语言学、心理语言学、控制论、行为主义心理学等相互渗透的学科得到发展；外语教学日益依赖现代技术；各国教学法家竞相实验新的教学法体系。
英语教学法之AudiolingualMethod（听说法）
英语教学法之AudiolingualMethod（听说法）Definition of Audio-lingual Method （American）a method of foreign or second Language teaching which emphasizes the teaching of speaking and listening before reading and writing; mother tongue is discouraged in the classroom.Historical and social backgroundI Prompted by WWIIThe Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language training program to supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages.The "methodology" of the Army Method was derived form the intensity of contact with L2 rather than from any well-developed methodological basis.The A udiolingua l Method is also known as the “informant method”, since it used a native speaker of the language, the informant, and a linguist.The informant served as a source of language for imitation, and the linguist supervised the learning experience.II Academic PromotionIn 1941 the first English Language Institute in the U.S. was established in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguistics to LT. The result is an approach whichadvocated aural training first, then pronunciation training, followed by speaking, reading and writing.The emergence of the Audio-lingual Method resulted from the increased attention to FLT in the U.S. towards the end of the 1950s.III Political PromotionThe need for a radical change and rethinking of FLTM was promoted by the launching of the 1st Russian satellite i n 1957.The US government acknowledged the need for a more intensive effort to teach a foreign language in order to prevent American from becoming isolated from scientific advances made in other countries.IV the OutcomeThis need made LT specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They draw on the earlier experiences of the army programmes and the Aural-Oral or Structural Approach developed by Fries and his colleagues, adding insights taken from behaviourist psychology.Structural linguistics views language as a system of structurally related elements (such as phonemes, morphemes, words, structure, and sentence types) for the expression of meaning.The grammatical system consists of a list of grammatical elements and rules for their linear combination into words, phrases and sentences.According to a structural view, language has the following characteristics in the Audiolingual Method:(1)Elements in a language are produced in a rule-governed (structured ) way.(2)Language samples could be exhaustively described at any structural level ofdescription.(3)Language is structured like a pyramid, that is, linguistic levels are system withinsystems.The structural linguists believed that the primary medium of language is oral. Thisview of language offered the foundations for the Audio-lingual Method in language teaching in which speech was given in a priority.The Audio-lingual Method is the first theories to recommend the development ofa language teaching theory on declared linguistic and psychological principles. TheoryTheory of learningLike structural linguistics, behaviorism is also anti-mentalistic, that is, it does not believe that a human being possesses a mind which has consciousness, ideas, etc, and that the mind can influence the behavior of the body.Behaviorism tires to explain how an external event (a stimulus) caused a change in the behavior of an individual (a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.Behaviorist psychology states that human and animal behavior can and should be studied in terms of physical processes only.To the behaviorists, the human being is an organism capable of a wide repertoire of behaviors.occurrence of these behaviors is dependent upon threecrucial elements in learning:①stimulus②response③reinforcementAccording to the Audio-lingual Method, learning consists of stimulus-response connections.According to the Audio-lingual Method, learning is described as the formation of association between responses.To apply this theory to language learning is to identify the organism as the FL learner, the behavior as verbal behavior, the stimulus as what is taught (language input), the response as the learner’s reaction to the stimulus, and the reinforcement as the approval or praise (or discouragement) of the teacher or students.According to this behaviorist psychology, learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation.This theory of learning is particularly associated with the American psychologist B.F. Skinner-----a famous Harvard behaviorist who believes that verbal behavior is the same as any other fundamental respect of non-verbal behavior.According to the behaviorist, a habit is formed when a correct response to a stimulus is consistently rewarded.The habit therefore is the result of stimulus, correct response and reward occurring again and again.According to Skinner, reward was much more effective than punishment in a teaching situation.In an audiolingual classroom, teachers are encouraged to show approval for each and every correct performance by their students, and every drill is designed so that the possibility ofmaking mistakes is minimized, engineering success for the students.Basic theoretical principles ( theory of language)The five slogans (Moulton, 1961) which express the basic theoretical principles of the Audiolingual Method. They reflect the influence of structural linguistics and behaviorist psychology in language teaching:①language is speech, not writing;②a language is what its native speakers say, not what someone thinks they ought to say;③languages are different;④a language is a set of habits;⑤teach the language, not about the language is a principle of the Audio-lingualMethod.This five principles became the tenets of language teaching doctrine during the post-war decades.RolesLearner rolesLessons in the classroom focus on the correct imitation of the teacher by the learners. Not only are the learners expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom.Teacher rolesThe Audio-lingual Method is a teacher- dominated model where the teacher role ismost crucial in the instruction of the language.According to the linguist Brooks “a teacher ” must betrained to introduce, sustain and harmonize the learning of the four skills in this order : learning, speaking, reading , writing “ and in the Audio-lingual Method , the teacher “controls the direction and pace and monitors and corrects the learners performance ”Instructional materialActive verbal interactions between teachers and learners and use of materials such as tape recorders and audiovisuals equipments to assist the teacher in the classroom play a central role in teaching a second language.In Audio-lingual Method the target language should be the medium of instruction and/or use and translations o f the native language should be discouraged.CommentsMeritsCombining language and images togethe r and putting them into language teaching, which cultivates the learner’s ability of thinking in target languageSetting ou t to meet the learner’s direct communicative competenc eFostering the learner’s ability of using language flexibly according to speci fic context situationHelping the learner to grasp target language naturally and firmlyDefects:Over emphasizing the principle of entire structureCutting the connection between the spoken and written form of the language apart artificiallyPaying too much attention to the role of audio-lingual aspect, without appropriate use of the mother tongueOverstressing language form s instead of actual communicative content (pseudofunctional)。
Chapter 4 The Audiolingual Method
The Major Factors Promoting the Development
Need for a radical change and rethinking of FL teaching methodology Late 1950s, reaction to Sputnik, “quick learning” of foreign languages Increased attention and more intensive effort were given to FL teaching The National Defense Education Act (1958) provided funds for the study and analysis of modern languages. Teachers were encouraged to receive training.
The approach developed by Fries and others was known as the Oral Approach, the Aural Oral Approach, and the Structural Approach. It influenced the way of teaching languages in US throughout the 50s, and its orthodox promoted by UM’s journal Language Learning. More materials were produced and widely used. Its linguistic principles incorporated the most advanced scientific approach to language teaching.
Audio-lingual method听说法教学基本方法
Contents
• Definition：It is a style of teaching used in teaching foreign
languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. • Oral Drills：Drills and pattern practice are typical of the Audiolingual method.
Thanks!
PPT制作：xiao
OTHERS
• The llowing example illustrates how more than one sort of drill can be incorporated into one practice session :
-Teacher: There's a cup on the table ... repeat Students: There's a cup on the table -Teacher: Spoon Students: There's a spoon on the table. -Teacher: Book Students: There's a book on the table. -Teacher: On the chair Students: There's a book on the chair.
英语教学法之Audiolingual Method听说法.doc
Definition of Audio-lingual Method （American）❖a method of foreign or second Language teaching which emphasizes the teaching of speaking and listening before reading and writing; mother tongue is discouraged in the classroom.Historical and social backgroundI Prompted by WWII❖The Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language training program to supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages.❖The "methodology" of the Army Method was derived form the intensity of contact with L2 rather than from any well-developed methodological basis.❖The Audiolingua l Method is also known as the “informant method”, since it used a native speaker of the language, the informant, and a linguist.❖The informant served as a source of language for imitation, and the linguist supervised the learning experience.II Academic Promotion❖In 1941 the first English Language Institute in the U.S. was established in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguistics to LT. The result is an approach which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.❖The emergence of the Audio-lingual Method resulted from the increased attention to FLT in the U.S. towards the end of the 1950s.III Political Promotion❖The need for a radical change and rethinking of FLTM was promoted by the launching of the 1st Russian satellite i n 1957.The US government acknowledged the need for a more intensive effort to teach a foreign language in order to prevent American from becoming isolated from scientific advances made in other countries.IV the Outcome❖This need made LT specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They draw on the earlier experiences of the army programmes and the Aural-Oral or Structural Approach developed by Fries and his colleagues, adding insights taken from behaviourist psychology.•Structural linguistics views language as a system of structurally related elements (such as phonemes, morphemes, words, structure, and sentence types) for the expression of meaning.•The grammatical system consists of a list of grammatical elements and rules for their linear combination into words, phrases and sentences.•According to a structural view, language has the following characteristics in the Audiolingual Method:(1)Elements in a language are produced in a rule-governed (structured ) way.(2)Language samples could be exhaustively described at any structural level ofdescription.(3)Language is structured like a pyramid, that is, linguistic levels are system withinsystems.•The structural linguists believed that the primary medium of language is oral. Thisview of language offered the foundations for the Audio-lingual Method in language teaching in which speech was given in a priority.•The Audio-lingual Method is the first theories to recommend the development ofa language teaching theory on declared linguistic and psychological principles. TheoryTheory of learning•Like structural linguistics, behaviorism is also anti-mentalistic, that is, it does not believe that a human being possesses a mind which has consciousness, ideas, etc, and that the mind can influence the behavior of the body.•Behaviorism tires to explain how an external event (a stimulus) caused a change in the behavior of an individual (a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.•Behaviorist psychology states that human and animal behavior can and should be studied in terms of physical processes only.•To the behaviorists, the human being is an organism capable of a wide repertoire of behaviors.•occurrence of these behaviors is dependent upon three crucial elements in learning:①stimulus②response③reinforcement•According to the Audio-lingual Method, learning consists of stimulus-response connections.•According to the Audio-lingual Method, learning is described as the formation of association between responses.• To apply this theory to language learning is to identify the organism as the FL learner, the behavior as verbal behavior, the stimulus as what is taught (language input), the response as the learner’s reaction to the stimulus, and the reinforcement as the approval or praise (or discouragement) of the teacher or students.•According to this behaviorist psychology, learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation.•This theory of learning is particularly associated with the American psychologist B.F. Skinner-----a famous Harvard behaviorist who believes that verbal behavior is the same as any other fundamental respect of non-verbal behavior.•According to the behaviorist, a habit is formed when a correct response to a stimulus is consistently rewarded.•The habit therefore is the result of stimulus, correct response and reward occurring again and again.•According to Skinner, reward was much more effective than punishment in a teaching situation.•In an audiolingual classroom, teachers are encouraged to show approval for each and every correct performance by their students, and every drill is designed so that the possibility of making mistakes is minimized, engineering success for the students.Basic theoretical principles ( theory of language)•The five slogans (Moulton, 1961) which express the basic theoretical principles of the Audiolingual Method. They reflect the influence of structural linguistics and behaviorist psychology in language teaching:①language is speech, not writing;②a language is what its native speakers say, not what someone thinks they ought to say;③languages are different;④a language is a set of habits;⑤teach the language, not about the language is a principle of the Audio-lingualMethod.•This five principles became the tenets of language teaching doctrine during the post-war decades.RolesLearner roles❖Lessons in the classroom focus on the correct imitation of the teacher by the learners. Not only are the learners expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom.Teacher roles❖The Audio-lingual Method is a teacher- dominated model where the teacher role ismost crucial in the instruction of the language.❖According to the linguist Brooks “a teacher ” must be trained to introduce, sustain and harmonize the learning of the four skills in this order : learning, speaking, reading , writing “ and in the Audio-lingual Method , the teacher “controls the direction and pace and monitors and corrects the learners performance ”Instructional material❖Active verbal interactions between teachers and learners and use of materials such as tape recorders and audiovisuals equipments to assist the teacher in the classroom play a central role in teaching a second language.❖In Audio-lingual Method the target language should be the medium of instruction and/or use and translations o f the native language should be discouraged.CommentsMerits❖Combining language and images togethe r and putting them into language teaching, which cultivates the learner’s ability of thinking in target language❖Setting out to meet the learner’s direct communicative competenc e❖Fostering the learner’s ability of using language flexibly according to speci fic context situation❖Helping the learner to grasp target language naturally and firmlyDefects:❖Over emphasizing the principle of entire structure❖Cutting the connection between the spoken and written form of the language apart artificially❖Paying too much attention to the role of audio-lingual aspect, without appropriate use of the mother tongue❖Overstressing language form s instead of actual communicative content (pseudofunctional)。
听说法
Chapter4 The Audiolingual Method听说法听说法是20世纪40 年代产生于美国的第二语言教学法。
强调通过反复的句型结构操练培养口语听力能力，又称“句型法”或“结构法”。
I、BackgroundTh e Audio –lingual Method is in origin mainly American . It was developed in the U.S .during the Second World War .At that time there was a need for people to learn foreign language rapidly for military purpose.听说法是在第二次世界大战期间的美国发展起来的。
当时，美国政府感到很有必要建立一套专门语言训练计划来满足军事上对外语人员的需求。
因此，美国政府委托几所美国大学来承担培养军事外语人才的工作。
于是在1942年制订了《军队专门训练方案》。
背景：二战提高了美国的国际地位，扩大了美国的影响，留学生和移民的增多，英语作为第二语言教学（ESL）的需求增加。
密歇根大学The University of Michigan最先成立英语教学机构。
机构主任佛里斯（Fries）主张：1. 将结构作为教学起点，2. 强调对学习者进行语音和句型的强化训练。
反映了一种结构主义语言观。
II、Theoretical Basis(理论基础)1.Theory of languageT he theory of language underlying ,Audiolinguism was derived a view proposed by American linguists in the 1930s and the 1940sThe view then came to be known as structural linguistics which views language as a system of structurally related elements for the expression of meaning。
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• Learners studied 10 hours a day, 6 days a week, with 15 hours of drill with native speakers and 30 hours of private study over 2-3 six week sessions.
The starting point was grammar or “structure” of language: its basic
sentence patterns and grammatical structures.
Systematic attention on pronunciation and sentence patterns
Method and the Aural-oral Approach, and add their insights from structural linguistic theory, contrastive analysis and behaviorist psychology. All these led to the Audiolingual Method.
Background: New demand
The entry of the US into WWII put forward an urgent need to train
military staff as interpreters, translators or code-room assistants.
The Audiolingual Method: Emergence
The approach developed by Fries and others was known as the Oral
Approach, the Aural Oral Approach, and the Structural Approach.
The US government commissioned universities to develop language
programs for military purpose.
The Army Specialized Training Program (ASTP) was established in
approach to language teaching.
Characteristics of the Aural-Oral Approach
Order of teaching a language: aural training first, then
pronunciation, followed by speaking, reading, and writing
That is, unlike the British Situational Language Teaching, there were
in US no principles of selection, gradation and presentation of language content, such as grammar, sentence patterns and vocabulary.
Yale, as a part of their linguistic research, called the “informant method”:
Purpose: train linguists and anthropologists to master American
Indian and other languages.
It influenced the way of teaching languages in US throughout the
50s, and more materials were produced and widely used.
Its linguistic principles incorporated the most advanced scientific
Chapter 4 The Audiolingual Method
Background: Dissatisfaction
A modified version of the Direct Method or a reading-based
approach recommended in the Coleman Report provided little attempt to treat language content systematically.
The National Defense Education Act (1958) provided funds for the
study and analysis of modern languages.
The Major Factors Promoting the Development
Teachers were encouraged to receive training. Language teaching specialists drew on experiences of the Army
methodology
Late 1950s, reaction to Sputnik, “quick learning” of foreign
languages
Increased attention and more intensive effort were given to FL
teaching
Corpus: A Basis for the Preparation of Materials to Teach English as a Foreign Languages.
Between 1953 and 1956, the famous Spoken Language series were
Innovative only in terms of procedures, not in approach The value of an intensive, oral-based approach EFL learning was convincing.
Background: New demand
ASTP lasted only about 2 years and attracted considerable attention. The suitability in regular language program was much argued:
Derived from intensity of contact with TL, not from a well-developed methodological basis
Students’ tasks: drill, drill, and more drill
The Audiolingual Method: Emergence
More universities were involved in establishing similar programs
and developing courses and materials for the teaching of English.
More linguists involved in EFL teaching as America became an
international power
Growing demand for EFLT expertise since foreign students entered
US to study in universities
Language Institute in the US, to train teachers as EFL or ESL.
Charles Fries, director of the institute and a structural linguist,
applied the principles of structural linguistics to language teaching.
These factors led to the emergence of the American approach to
ESL— Audiolingualism.
The Audiolingual Method: Beginning
In 1939, the Michigan University developed the first English
published.
Fries’s principles in Teaching and learning English as a foreign
language (1945): The problems of learning a FL were attributed to the conflict of different structural systems, such as grammatical and phonological patterns; contrastive analysis helps to detect problems of interference of NL.
“General form” of each lesson: pronunciation, morphology,
grammar, drills and exercises.
The Audiolingual Method: Emergence
In 1952, Guidelines were published, such as Structural Notes and