Some notes I made on the A-L Method. If nobody objects within a couple of weeks, I'll use them to fill out the current article.--gramorak 21:15, 31 March 2011 (UTC)
Dissatisfaction with the results of contemporary methods in producing American military personnel led to the development of the Army Method, influenced by the behavioural psychology of B F Skinner and the structural linguistics of Leonard Bloomfield. This was the origin of the audio-lingual method developed by Lado and Fries, A core principle behind the method is that that language learning is habit formation. Drilling, repetition and over-learning are core elements of the teaching. As bad habits are as easy to form as good ones, there is a great emphasis on accuracy to avoid the repetition of errors that would become self-reinforcing. he teacher reinforces correct responses, and attempts to avoid giving the students the possibility of making errors. Language laboratories are often used to facilitate drilling practice, Structures being sequenced and taught one at a time. using repetitive drills. Vocabulary is strictly limited and learned in context .There is little or no grammar explanation, grammar being taught by inductive analogy. Reading and writing succeed listening and speaking and serve to reinforce these skills. The goal of the Audio-Lingual Method is to develop target language skills without reference to the mother tongue. The role of the teacher is directive, and there is little Learner-Learner interaction. Advantages of the method seen by its advocates include:
• It helps ensure good pronunciation from the outset through intensive practice in sound discrimination • Learners are motivated by achieving success at a very early stage. • Useful language is acquired from the very beginning. • Language patterns learnt can be easily practised by learners away from the classroom.
Some of the disadvantages observed by critics include:
• Learning through drilling leads to lack of spontaneity and creativity. Language creation involves innovation. • Learners run the risk of inducing incorrect rules. • Over-emphasis on repetition and accuracy does not necessarily help learners achieve communicative competence. • The method focuses on form at the expense of content. • Some learners dislike the emphasis on the oral/aural skills. • The delay in reaching the writing skill can cause insecurity for some llearners. The ‘pure’ Audio-Lingual method is little practised today, though some of the drilling techniques are used in some form or another by many teachers as part of their repertoire.
- Looks good.--Bob M 19:25, 1 April 2011 (UTC)