Contrastive Analysis Robert Davis T Readers are encouraged to study more in-depth to gain a full appreciation of this hypothesis.
It is also called the Aural oral approach. Both were considered as a reaction against the shortcomings of the Grammar Translation methodboth reject the use of the mother tongue and both stress that speaking and listening competences preceded reading and writing competences.
But there are also some differences. It contends that leaning occurs through associations, habit formation and reinforcement. When the learner produces the desired behavior and is reinforced positively, it is likely that behavior be emitted again. The Audiolingual method The objective of the audiolingual method is accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns.
Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them. It was believed that learning structure, or grammar was the starting point for the student.
Here are some characteristics of the method: The main activities include reading aloud dialogues, repetitions of model sentences, and drilling. Key structures from the dialogue serve as the basis for pattern drills of different kinds. Lessons in the classroom focus on the correct imitation of the teacher by the students.
Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. It is taught inductively.
Furthermore, the target language is the only language to be used in the classroom. Disadvantages The method is based on false assumptions about language. Mastering a language relies on acquiring the rules underlying language performance. The behaviorist approach to learning is now discredited.
Contrastive analysis studied languages in an effort to provide better teaching for language learning students. Learn how to apply it to the classroom today. Menu. Home; Teaching Strategies.
were the two driving forces behind the . The Audiolingual Method. Historical Background. Richards and Rodgers () provide one of the most thorough descriptions of the historical background of the Audio-lingual Method, from which the following information has largely been drawn.
The audio-lingual method The audio-lingual method was the first to claim openly to be derived from linguistics and psychology. Audiolingualism reflects the descriptive, structural, and contrastive linguistics of the fifties and sixties.
From this lesson, Dr. Roman created a Who, What, Why, Where, and When Activity that follows the same approaches and styles as the Audio-Lingual Method. That activity has proved extremely useful in my university English classroom. AN ANALYSIS OF THE AUDIO-LINGUAL APPROACH AS APPLIED TO METHODS OF TEACHING RUSSIAN by John Alan Woodsworth B.A., an audio-lingual method consists of the embodiment of the principles of the audio-lingual approach into teaching materiaZs (textbook, tape-recordings, teaching manual, etc.).