Audio Lingual Method Essay

Compare and contrast the Direct Method and the audio-lingual Method. (1) Both are oral-based approaches. (2) The Direct Method emphasizes vocabulary acquisition by means of exposure to its procedure in situations the Audio-Lingual Method work outs students in the riding habit of grammatical declare patterns. (3) Unlike the Direct Method, the Audio-Lingual Method has a strong theoretical base in linguistics and psychology. 2- How has the behavioral psychology influenced the Audio-Lingual Method?It was thought that the way to acquire the sentence patterns of the channelise language was through conditioninghelping learners to respond correctly to stimuli through shaping and reinforcement. (2) Learners could overcome the habits of their native language and form the new habits postulate to be target language speakers. 3- localise a backward build-up drill (expansion drill). State its purpose and advantages. (1) Definition The t separatelyer breaks down a inception into several situations. The students repeat a part of the sentence, usually the last show of the tone.Then, following the teachers cue, the students expand what they are repeating part by part until they are able to repeat the entire transmission channel. The teacher begins with the part at the end of the sentence (and works backward from there) to withhold the intonation of the line as natural as possible. This also directs much student attention to the end of the sentence, where new information typically occurs. (2) project The purpose of this drill is to break down the troublesome sentence into littler parts. (3) Advantages (a) The teacher is able to appoint the students help in producing the troublesome line.Having worked on the line in small pieces, the students are also able to come note of where each word or wording begins and ends in the sentence. 4- decide a repetition drill. Students are asked to listen carefully to the teachers model, and because they have to repeat and a ttempt to mimic the model as accurately and as quickly as possible. 5- Define a grasp drill. State its advantages. (1) Definition The chain of conversation that forms around the room as students, oneby- one, ask and answer questions of each other. The teacher begins the chain by address a particular student, or asking him a question.That student responds, and then turns to the student sitting next to him. (2) Advantages (A) A chain drill gives students an prospect to say the lines individually. (B) The teacher listens and can tell which students are struggling and lead need more practice. (C) A chain drill also lets students use the expressions in communication with someone else, even though the communication is very limited. 6- Define a single-slot substitution drill. State its purpose. (1) Definition The teacher says a line, usually from the dialog.Next, the teacher says a word or a phrasecalled the cue. The students repeat the line the teacher has given them, substituting th e cue into the line in its proper place. (2) Purpose The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence. 7- Define a multiple-slot substitution drill. State its purpose. This drill is similar to the single-slot substitution drill. The divagation is that the teacher gives cue phrases, one at a time, that fit into various slots in the dialog line.The students must recognize what part of speech each cue is, or at least, where it fits into the sentence, and make any other changes, such(prenominal) as subject-verb agreement. They then say the line, fitting the cue phrase into the line where it belongs. 8- Define transformation drill. Students are asked to change one type of sentence into anotheran affirmative sentence into a negative or an brisk sentence into a passive.