The subject of this essay will be the audio-lingual method which is a teaching method that was first used in the 1950's until the 1970's, although it could be safely stated that the method is regularly used in modern day language teaching. This essay will describe the functionality and history of the audio-lingual method as well as evaluate its usage compared to other mainstream teaching approaches. However before the method is analysed in itself, two factors must be recognised in order to understand the method. These factors cover the method's functionality and its theory in which it is based on.
Firstly the analysis of Language was becoming increasingly prominent and structural linguistics was seen as the best way forward after grammatical analysis had been under heavy scrutiny in western culture due to its inaccuracy in language acquisition within a real life context where the learner would put the language into a direct use in a different country. Other important factors responsible for the rise of structural linguistics were the increase of interest in countries with unique grammatical structures and phonetic languages, as well as a growing popularity in the idea of empiricism. Due to this interest in foreign grammatical structure, it was decided to document natural foreign language and analyse it phonetically first so that the separate sounds could be categorised and then the phonemic meaning was sought out to understand the overall language pattern. The reason for this documenting was to preserve the language of native American tribes before they disappeared due to America's fast development and urbanisation.
Alongside the rise of structural linguistics as a language usage was the increase in interest in the behavi...
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... theory of audio based language learning and learning a language based on a real life context.
Works Cited
Techniques and principles in language teaching (freeman 2nd edition) (2000) OUP
http://www.youtube.com/watch?v=rnLWSC5p1XE
http://www.chomsky.info/articles/1967----.htm
http://www.scribd.com/doc/14386148/Approaches-and-Methods-in-Language-Teaching0521312558
http://books.google.co.uk/books?hl=en&lr=&id=aaTzWwZ87tUC&oi=fnd&pg=PA225&dq=audiolingualism&ots=ox2AeC0PoV&sig=ATb5ayc333X97hcl2UO0FwABni0#v=onepage&q=audiolingualism&f=false
http://www.onestopenglish.com/section.asp?docid=146488
http://books.google.co.uk/books?hl=en&lr=&id=gibu9KpIUugC&oi=fnd&pg=PA1&dq=behaviorism+language+teaching&ots=R20O3Q-rXm&sig=HSvZxQdn8m3w653PDxBY0_4DXJQ#v=snippet&q=audiolingualism&f=false
http://www.jstor.org/stable/3294807?seq=2
As an instance, in the field of paleolinguistics, Colin Renfrew, in re-examining Proto-Indo-European language and making a case for the spread of Indo-European languages through neolithic Europe in connection with the spread of farming,[11] outlined three basic, primary processes through which a language comes to be spoken in a specific area: initial colonization, replacement and continuous development. From some obvious reasoning he proceeded to some radically new conclusions.
Hill, Jane H., P. J. Mistry, and Lyle Campbell. The Life of Language: Papers in Linguistics in Honor of William Bright. Berlin [etc.: Mouton De Gruyter, 1998. Print.
MacPherson, K. (2005). Audio books can be a great learning tool [Electronic version]. Pittsburgh Post-Gazette, Retrieved February 12, 2008, from http://www.post-gazette.com/pg/05318/606016-75.stm
Fromkin, Victoria & Rodman, Robert. An Introduction to Language, 6th edition. Orlando, Florida: Harcourt Brace, 1998
The search for the most effective way to educate deaf students has long been filled with controversy, due to strong advocacy for conflicting approaches. The bilingual model of deaf education has been in place in many schools for the deaf for the past 20 years (Drasgow, 1998), and while many advocates of a strictly oral approach to deaf education discount its success, it is still a viable and appropriate option for deaf students with severe to profound hearing loss. In this paper I will describe historical perspectives around deaf education and discuss hearing loss and language acquisition for deaf children. I will provide justification for the continued use of the bilingual model against arguments in favour of a strictly oral approach. In addition, l will address challenges inherent to the bilingual model and conclude with suggested changes that may benefit deaf students’ language learning and literacy outcomes.
Auditory learners are people who learn more effectively through listening to speeches or lectures. About 30 percent of the population is an auditory learner (Jacob, S. and Cole, S. 2005). For auditory learners they have to have sound in the background in order to learn the best. Auditory learners depend on hearing and speaking as a primary way of learning. They will use phrases like “it is starting to ring a bell” and “sounds good to me” to describe distinct memories. There are two types of auditory learners, auditory listeners and verbal processors. An auditory listener prefers to have things explained to them and will have trouble with written instructions; where as verbal processors must move their lips and reiterate the thoughts in order to understand the instructions. It is important for auditory learne...
Gegenheimer, Albert Frank. “Language in Two Recent Imaginary Voyages.” Modern Language Association 61.2 (2009): 601-603. Print.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Sociolinguists such as Eckert (2000) and Milroy (2004) have made provocative efforts to incorporate linguistic-anthropological concepts into sociolinguistic explanation (Woolard, 2008) and foundational studies by Creese (2008) include major works describing the paradigm. Rampton (2007), described the methodological tenants behind LE. LE research is yet a developing discipline that serves as a way of enriching a fundamentally linguistic project. In fact, the formulation of LE covers a large and older body of scholarship on language and culture (Rampton, Maybin, & Roberts, 2014), while simultaneously necessitating and interdisciplinary collaboration of theories and skills, thus blurring the boundaries between branches of variationist, sociological and ethnographic sociolinguistics (Tusting & Maybin, 2007). LE research on language change (Ekert, 2000) and a cultural model of cognition (Levinson, 1996) are worthwhile examples. However, the examples in the following sections serve more as a focus on contributions of LE to the field of
How do children acquire language? What are the processes of language acquisition? How do infants respond to speech? Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observations that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, (which helps them learn to pronounce words correctly), and grammar is seldom taught to them, but instead that they rapidly acquire the ability to speak grammatically. Though, not all children learn by imitation alone. Children will produce forms of language that adults never say. For example, “I spilled milk on hisself” or “Debbie wants a cookie”. This demonstrates that children have the desire to speak correctly and have self-motivating traits to communicate. This supports the theory of Noam Chomsky (1972)-that children are able to learn grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech.
Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. 8th ed. Boston: Thomson, 2007.
...oved and the Moniyhan Report." Modern Language Association 111.3 (1996): 408-20. JSTOR. Web. 11 June 2013. http://www.jstor.org/stable/463165.
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.
Firstly, I want to take this opportunity to express a thousand of gratitude to my beloved lecturer, M N Y for all of her hard work in imparting skills and delivering useful knowledge to my friends and I. The learning experience with her throughout the semester is very pleasing and fun. Regarding the assignment for the subject Teaching Listening and Speaking Skills in the Primary ESL Classroom we are required to produce a lesson plan as well as to conduct a Microteaching focusing on listening and speaking skills. During the process of completing this assignment, there are so many beneficial experiences that I have gained. Based on the microteaching conducted, I have identified some strengths and weaknesses that I can use to improvise my skill in teaching for future purposes.
Speech says Saussure, “has both an individual and social side … always implies both establish system and evolution” (Course in General Linguistics p. 8). All changes in language occur in parole, in the actual speech act. But only some of these changes become institutionalised in langue. Saussure states that langue, should not be confused with human speech, it is a system or structure of speech codes. He argued that linguistic elements are relational, that it is viewpoint that creates the object of linguistic study. Because so much depends on viewpoint, the nature of the linguistic sign is necessarily arbitrary.