The audio-lingual method, Army Method, or New Key[1], is a style of teaching ud in teaching foreign languages. It is bad on behaviorist theory, which profess that certain traits of living things, and in this ca humans, could be trained through a system of reinforcement—correct u of a trait would receive positive feedback while incorrect u 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, the audio-lingual method advid 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 audio-lingual method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the u of grammar.
Applied to language instruction, and often within the context of the language lab, this means that the instructor would prent the correct model of a ntence and the students would have to repeat it. The teacher would then continue by prenting new words for the s
tudents 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 u 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 respon 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.
Oral drills
Drills and pattern practice are typical of the Audio-lingual method. (Richards, J.C. et-al. 1986) The include
Repetition : where the student repeats an utterance as soon as he hears it
Inflection : Where one word in a ntence appears in another form when repeated
Replacement : Where one word is replaced by another阳光体育之歌
Restatement : The student re-phras an utterance
wps分栏
Example:
Inflection : 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 smoke so often. Student : Don't smoke so often!
The following example illustrates how more than one sort of drill can be incorporated into one practice ssion :
“Teacher: There's a cup on the table ... repeat
四大美男是哪四个
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
Fall from popularity
In the late 1950s, the theoretical underpinnings of the method were questioned by linguists such as Noam Chomsky晨雾, 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梦遗精是什么原因引起的 of B.F. Skinner's Verbal Behaviorin 1959. The audio-lingual method was thus deprived of its scientific credibility and it was only a matter of time before the effectiveness of the method itlf was questioned.
In 1964, 泰国岛Wilga Rivers relead a critique of the method in her book, “The Psychologist an
d the Foreign Language Teacher.“ Subquent rearch by others, inspired by her book, produced results which showed explicit grammatical instruction in the mother language to be more productive.阳曦[citation needed] The developments, coupled with the emergence of humanist pedagogy led to a rapid decline in the popularity of audiolingualism[citation needed].
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.
Today
青山真子Despite being discredited as an effective teaching methodology in 1970[3], audio-lingualism continues to be ud today, although it is typically not ud as the foundation of a cour, but rather, has been relegated to u in individual lessons. As it continues to be ud, it also continues to gain criticism, as Jeremy Harmer notes, “Audio-lingual methodology ems to banish all forms of language processing that help students sort ou
t new language information in their own minds.” As this type of lesson is very teacher centered, it is a popular methodology for both teachers and students, perhaps for veral reasons but in particular, becau the input and output is restricted and both parties know what to expect.
