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SLT > PPT 4 > Flashcards

PPT 4 Flashcards

1
Q

From what is inspired the Audiolingual Method?

A

From the Army Specialized Training Program

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2
Q

What is the objective of the Army Specialized Training Program?

A

Conversational proficiency

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3
Q

On what is based the Army Specialized Training Program?

A

On the intensity of contact with the target language.

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4
Q

What are the key factor in the birth of the American Audiolingual Method?

A
  1. Success of the Army Method
  2. High demand for multilingual military personnel due to WW 2
  3. Rise in the number of foreign students entering USA
  4. Increased attention given to foreign language teaching in the USA
  5. Need to keep up with the scientific advances in the world
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5
Q

Which methods have methodical similarities?

A

US structural linguistic and British Oral approach

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6
Q

How does the Us structural linguistic differs from the British Oral approach?

A

The US structural linguistic approach uses contrastive analysis.

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7
Q

What is Contrastive analysis?

A
  1. Systematic comparison of two languages (phonetic and grammatical patterns) in order to solve the problem of foreign language learning.
    Compare the two language to see their differences and then guess where the learner will make mistakes.
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8
Q

Which approaches are resulting from the Army Specialized Training Program?

A
  1. Oral Approach
  2. Aural-Oral Approach
  3. Structural Approach
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9
Q

What is the sequence training in used in the Army Specialized Training Program?

A
  1. Aural Training
  2. Pronunciation Training
  3. Speaking
  4. Reading
  5. Writing
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10
Q

What is the theory of language of the Audiolingual Method?

A

Structural linguistics

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11
Q

How is seen the language in the Theory of language of the audiolingual method?

A

As a system of structurally related elements for the encoding of the meaning

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12
Q

What is the characteristics of the Theory of Language?

A
  1. Elements of language are being linerary produced in a ruled-governed (structured) way
  2. Language samples at any structural level (Phonetics, phonemics, morphological, sentential)
  3. Linguistics level: Systems within systems
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13
Q

How is seen language learning in the Theory of Language?

A

Mastering the elements and the rules

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14
Q

What are the primary and secondary medium?

A

Primary Medium: Oral Language

Secondary Medium: Written Form

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15
Q

What is the Theory of learning in the Audiolingual Method?

A

Behavioral Psychology

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16
Q

What is the behaviorist learning process?

A
  1. Stimulus to elicit behavior
  2. Response triggered by the stimulus
  3. Reinforcement to inhibit or encourage the future occurence of the response (based on association)
17
Q

What is the behavior in Language Learning?

A

Stimulus: was is taught
Response: Learner’s response or action
Renforcement: Extrinsic approval of others or intrinsic elf-satisfaction

18
Q

What are the main language learning principles by Rivers (1964)?

A

See PPT

19
Q

What are the two types of objectives of the Design of the Audiolingual Method ?

A
  1. Short-range

2. Long-range

20
Q

What are the short-range objectives of the Audiolingual Method?

A
  1. Training: Listening comprehension, pronunciation, recognition and reproduction of speech symbols
  2. Control: Structure of sounds, form and order
  3. Acquaintance(familiarity) of vocabulary items that bring content in the language
  4. Knowing the meaning of verbal symbols for a native speaker.
21
Q

What are the long-range objective of the Audiolingual Method?

A

Using language as a native speaker: True bilingual

22
Q

On what is the initial focus on the Audiolingual method? How does this change?

A
  1. Oral skill and proficiency

2. Later the focus is gradually on other skills linked with the knowledge of the learner

23
Q

What is in the syllabus of the Audiolingual Method?

A
  1. Key items of phonology, morphology and syntax

2. Lexical syllabus of basic vocabulary items

24
Q

What is the order of the language skills acquisition?

A
  1. Listening
  2. Speaking
  3. Reading
  4. Writing
25
Q

Is the focus directly on fluency?

A

No, the focus is on accuracy before fluency

26
Q

What are the types of teaching and learning activities of the Audiolingual Method?

A
  1. Dialogues

2. Drills

27
Q

What is the purpose of using dialogues ?

A
  1. Contextualization of key structures

2. Repetitions and memorization

28
Q

What is the learner roles in the Audiolingual Method?

A
  1. To be directed by skilled training techniques
  2. Having a reactive role by responding to stimuli
  3. Having little control over content, pace or style of learning
29
Q

Who dominates the Audiolingual Method?

A

The teacher: It is a teacher-dominated method

30
Q

What is the teacher roles?

A
  1. Model the target language
  2. Control the direction and pace of learning
  3. Monitor and correct the learners’ performance
31
Q

What is the role of the instructional materials?

A
  1. Assist the teacher to develop language mastery in learner
  2. Not use in the elementary phase: Seen as a distraction for the aural input
  3. Application of technology
32
Q

What is the procedure in the Audiolingual Method?

A
  1. Mainly oral approach:
  2. Little room for grammatical explanation or language analysis
  3. L2: Medium of instruction
  4. Optimum number of students in the room: 10
33
Q

What is a typical audiolingual lesson?

A
  1. Aural presentation of a model dialog by the teacher
  2. Line by line repetition (Chorally and individual) by the students
  3. Immediate correction from the teacher
  4. Breaking down part of the dialog if necessary
  5. Read-aloud activities until the dialog is memorized by the students
  6. Use of the key structures of the dialog as the basis for various pattern drills (minimum grammar explanation if needed)
  7. Follow-up activities based on the dialog
34
Q

How declined the Audiolingual Method?

A
  1. Attack of the theoretical basis of the theory by Chomsky.
    - Rejection of the behaviorist theory of language learning
    * Could not count as a model of human language learning
  2. Practitioners found the practical results of the method inadequate
  3. Crisis of language methodology and lack of alternative in the 1970s and 1980s

SLT (5 decks)

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