Topic
Audio-lingual method
About: Audio-lingual method is a research topic. Over the lifetime, 42 publications have been published within this topic receiving 2694 citations. The topic is also known as: Audio-lingual method.
Papers
TL;DR: In a recent review of Skinner's book as discussed by the authors, it was pointed out that the general point of view was largely mythology, and that its widespread acceptance is not the result of empirical support, persuasive reasoning, or the absence of a plausible alternative.
Abstract: I had intended this review not specifically as a criticism of Skinner's speculations regarding language, but rather as a more general critique of behaviorist (I would now prefer to say "empiricist") speculation as to the nature of higher mental processes. My reason for discussing Skinner's book in such detail was that it was the most careful and thoroughgoing presentation of such speculations, an evaluation that I feel is still accurate. Therefore, if the conclusions I attempted to substantiate in the review are correct, as I believe they are, then Skinner's work can be regarded as, in effect, a reductio ad absurdum of behaviorist assumptions. My personal view is that it is a definite merit, not a defect, of Skinner's work that it can be used for this purpose, and it was for this reason that I tried to deal with it fairly exhaustively. I do not see how his proposals can be improved upon, aside from occasional details and oversights, within the framework of the general assumptions that he accepts. I do not, in other words, see any way in which his proposals can be substantially improved within the general framework of behaviorist or neobehaviorist, or, more generally, empiricist ideas that has dominated much of modern linguistics, psychology, and philosophy. The conclusion that I hoped to establish in the review, by discussing these speculations in their most explicit and detailed form, was that the general point of view was largely mythology, and that its widespread acceptance is not the result of empirical support, persuasive reasoning, or the absence of a plausible alternative.
3,249 citations
TL;DR: The authors reviewed the literature on using L1 in the teaching of L2 and by analyzing the attitudes of English teachers in the use of L1, comments on the findings from the interviews.
39 citations
Journal Article•
01 Jun 1988-Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education
32 citations
TL;DR: This article reviewed the development and use of CLT in the second language teaching and explored the use in china all around, and analyzed some hidden problems in second language classroom, some suggestions are promoted.
Abstract: Communicative Language Teaching (CLT) is more and more popular and becoming the mainstream in the second language teaching classroom. It reviews its development and explores the use in china all around. Via analyzing some hidden problems in second language classroom, some suggestions are promoted.
15 citations
TL;DR: The authors describe the model, where the audio-lingual method serves only for introducing new vocabulary and grammatical structures and involves multiple listening and repeating speech patterns and promotes to audio-oral habit-formation.
Abstract: The article presents the audio-lingual model of teaching Ukrainian as a foreign language at the initial stage. The authors outline the main approaches to the understanding the concept “method”, and discuss the previous experience of using the audio-lingual method. The founders of the audio-lingual method assumed the use of a target language as the only instrument during language learning process, though further researches proved that using the native language as an aid is more effective. To correct this drawback, the authors suggest using the audio-lingual method in connection with other teaching methods. The method in authors’ interpretation has cultural orientation and helps foreign students to adapt to a new environment. The authors describe the model, where the audio-lingual method serves only for introducing new vocabulary and grammatical structures. It involves multiple listening and repeating speech patterns and promotes to audio-oral habit-formation. The students, at this stage, have to repeat and memorise new linguistic structures. To bring them together, the authors propose to use additional communicative and grammatical activities. Such a contents structure lays the foundation for the final stage of the learning process – the production of students’ own text. The key examples of the exercises based on the method are introduced.
15 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 1 |
| 2020 | 1 |
| 2019 | 1 |
| 2018 | 1 |
| 2017 | 5 |
| 2016 | 2 |