ELTE201/AUDIO-LINGUAL METHOD
INTRODUCTION
The audio-lingual method, like the direct method just examined, has a goal
very different from that of the grammar translation method.
The audio-lingual method was developed in the United States during the
World War II. At the time there was a need for people to learn foreign
languages rapidly for military purposes.
As we have seen, the grammar-translation method did not prepare people to
use target language.
While communication in the target language was the goal of the direct
method, there were at the time exciting new ideas about language and
learning emanating from disciplines of “DESCRIPTIVE LINGUISTICS” and
“BEHAVIORAL PSYCHOLOGY”. These ideas led to the development of the
audio-lingual method.
Some of the principles are similar to these of the direct method, but many are
different, having been based upon conception of language and learning
(THEORY OF LEARNING AND THEORY OF LANGUAGE) from these two
disciplines.
THE ARMY METHOD.
THEORY OF LEARNING: BEHAVIORISM (BEHAVIORAL PSYCHOLOGY)
To the behaviorist, the human being is an organism capable of a wide
repertoire of behaviors.
EXAMPLE: the classical conditioning (PAVLOV), operant conditioning
(SKINNER), observable behavior
The occurrence of these behaviors is dependent on 3 crucial elements in
learning:
o “A STIMULUS – which serves to elicit behavior”,
o “A RESPONSE – triggered by a stimulus”,
o “REINFORCEMENT – which serves to mark the response as being
appropriate (or inappropriate) and encourages the repetition (or
suppression) of the response in the future”.
Reinforcement is a vital element in the learning process, because it increases
the likelihood that the behavior will occur again and again and eventually
become a “HABIT”.
, To apply this theory to language learning is:
o To identify the “ORGANISM” as the foreign language learner,
o The “BEHAVIOR” as the verbal behavior,
o The “STIMULUS” as what is taught or presented of the foreign language,
o The “RESPONSE” as the learner’s reaction to the stimulus,
o The “REINFORCEMENT” as the extrinsic approval and praise of the
teacher or fellow students or the intrinsic self – satisfaction of target
language use.
According to the behavioral psychology; foreign language learning is basically
the process of “MECHANICAL HABIT FORMATION”.
Good habits are formed by giving correct responses, bad habits are formed by
giving incorrect responses (ex: errors).
STIMULUS – ORGANISM – RESPONSE BEHAVIOR =
+POSITIVE REINFORCEMENT (behavior likely to occur again and become a habit)
-NO REINFORCEMENT/NEGATIVE REINFORCEMENT (behavior not likely to occur
again)
INTRODUCTION
The audio-lingual method, like the direct method just examined, has a goal
very different from that of the grammar translation method.
The audio-lingual method was developed in the United States during the
World War II. At the time there was a need for people to learn foreign
languages rapidly for military purposes.
As we have seen, the grammar-translation method did not prepare people to
use target language.
While communication in the target language was the goal of the direct
method, there were at the time exciting new ideas about language and
learning emanating from disciplines of “DESCRIPTIVE LINGUISTICS” and
“BEHAVIORAL PSYCHOLOGY”. These ideas led to the development of the
audio-lingual method.
Some of the principles are similar to these of the direct method, but many are
different, having been based upon conception of language and learning
(THEORY OF LEARNING AND THEORY OF LANGUAGE) from these two
disciplines.
THE ARMY METHOD.
THEORY OF LEARNING: BEHAVIORISM (BEHAVIORAL PSYCHOLOGY)
To the behaviorist, the human being is an organism capable of a wide
repertoire of behaviors.
EXAMPLE: the classical conditioning (PAVLOV), operant conditioning
(SKINNER), observable behavior
The occurrence of these behaviors is dependent on 3 crucial elements in
learning:
o “A STIMULUS – which serves to elicit behavior”,
o “A RESPONSE – triggered by a stimulus”,
o “REINFORCEMENT – which serves to mark the response as being
appropriate (or inappropriate) and encourages the repetition (or
suppression) of the response in the future”.
Reinforcement is a vital element in the learning process, because it increases
the likelihood that the behavior will occur again and again and eventually
become a “HABIT”.
, To apply this theory to language learning is:
o To identify the “ORGANISM” as the foreign language learner,
o The “BEHAVIOR” as the verbal behavior,
o The “STIMULUS” as what is taught or presented of the foreign language,
o The “RESPONSE” as the learner’s reaction to the stimulus,
o The “REINFORCEMENT” as the extrinsic approval and praise of the
teacher or fellow students or the intrinsic self – satisfaction of target
language use.
According to the behavioral psychology; foreign language learning is basically
the process of “MECHANICAL HABIT FORMATION”.
Good habits are formed by giving correct responses, bad habits are formed by
giving incorrect responses (ex: errors).
STIMULUS – ORGANISM – RESPONSE BEHAVIOR =
+POSITIVE REINFORCEMENT (behavior likely to occur again and become a habit)
-NO REINFORCEMENT/NEGATIVE REINFORCEMENT (behavior not likely to occur
again)
