Professional Documents
Culture Documents
Method
Technique
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Approach
Theory of language
18. What are the three different theoretical views of language and the nature of language?
19. How is language seen according to the Structural View?
20. What schools (Approach or method) is the Structural View related to?
21. How is language seen according to the Functional View?
22. What movement is an example of the Functional View?
23. How is language seen according to the Interactional View?
24. What schools (Approach or method) is the Interactional View related to?
Design
30. What are the six components of Design?
Objectives
31. What is the objective a product of?
Learner roles
35. Fill out the chart with learners roles in the given schools.
Approach or Method Learners roles
Audiolingualism
Individualized approach to language learning
Counseling learning
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Teacher roles
36. What are the four teacher role issues in language teaching?
Procedure
38. What are the three dimensions of a method at the level of procedure?
Background
39. Who developed the Oral Approach or Situational Approach? When was it developed?
Vocabulary control
40. What two quarters brought about the impetus for vocabulary research?
41. What vocabulary list was published was West in 1953? And what was the importance of said list?
Grammar control
42. What became the standard reference source of basic English sentence patterns for textbook writers?
Approach
Theory of language
45. Quote Pittman 1963:179.
Theory of learning
46. What is the theory underlying Situational Language Teaching?
Design
Objectives
47. How does Situational Language Teaching regard pronunciation, grammar and errors?
The syllabus
48. What is basic to the teaching of English in Situational Language Teaching?
Learner roles
50. What is the learner required in the initial stages of learning?
Teacher roles
51. What are the teacher’s responsibilities according to Pittman (1963)?
Procedure
53. What would a lesson plan consist of?
54. What sequence is proposed by Davies et.al.?
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4. THE AUDIOLINGUAL METHOD
Background
55. What was the methodology underlying the Army Method?
The methodology of the Army Method, like Direct –method, derived from the intensity of contact with the target language rather
than from any well-developed methodological basis. It was a program innovative mainly in terms of the procedures used and the
intensity of teaching rather than in terms of its underlying theory.
56. What was the American Council of Learned Societies commissioned with?
The American Council of Learned Societies, under contract to the U.S. State Department, was commissioned to develop textbooks
for teaching English to speakers of a wide number of foreign languages.
57. What role did Contrastive Analysis play in theorizing this new method?
Contrastive Analysis of the two languages would allow potential problems of interference to be predicted and addressed through
carefully prepared teaching materials.
58. What combination of theories led to the Audiolingualism Method?
The combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the
Audiolingual Method.
59. Who coined the term – Audiolingualism?
The term was coined by Professor Nelson Brooks in 1964
Approach
Theory of language
60. What characteristics did the term Structural refer to?
The term structural referred to these characteristics: a) Elements in a language were thought of as being linearly produced in a
rule-governed way; b) Language samples could be exhaustively described at any structural level of description (phonetic,
phonemic, morphological, etc); C) Linguistic levels were thought of as systems within systems – that is, as being pyramidally
structured.
61. What did William Moulton proclaim in his report for the 9th International Congress of Linguists in 1961?
William Moulton, in a report prepared for the 9th International Congress of Linguistics, proclaimed the linguistic principles on
which language teaching methodology should be based: “Language is speech, not writing.. A language is a set of habits... Teach
the language, not about the language... A language is what its native speakers say, not what someone thinks they ought to say...
Languages are different”
Theory of learning
62. According to behaviorism, what are the three occurrences learning is dependent on?
The occurrence of these behaviors is dependent on three crucial elements in learning: a stimulus, which serves to elicit behavior; a
response triggered by a stimulus; and reinforcement, which serves to mark the response as being appropriate (or inappropriate)
and encourages to repetition (or suppression) of the response in the future.
63. What are the psychological foundations of Audiolingualism that shape its methodological practices?
The psychological foundations of Audiolingualism are the following:
-Foreign language learning is basically a process of mechanical habit formation
-Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before
they are seen in written form.
-Analogy provides a better foundation for language learning than analysis.
-The meanings that the words of a language have for the native speaker can be learned only in a linguistic and cultural context and
not on isolation.
Design
Objectives
64. What are the short-range and long-range objectives that Brooks distinguishes?
Short-range objectives include training in listening comprehension, accurate pronunciation, recognitions of speech symbols as
graphic signs on the printed page, and ability to reproduce these symbols in writing.
Long-range objectives “must be language as the native speaker uses it… There must be some knowledge of a second language as it
is possessed by a true bilingualist”
The syllabus
65. What are the three main components of a linguistic syllabus?
The key items of a linguistic syllabus are phonology, morphology, and syntax of the language
66. What is the order of skills used in Audiolingualism?
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The language skills are taught in the order of listening, speaking, reading and writing.
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Examples: students/waiting/bus – The students are waiting for the bus
Boys/build/house/tree – The boys built a house in a tree.
Learner roles
68. What are the roles of the learners?
The role of a learner is responding to stimuli, and thus has little control over the content, pace, or style of learning.
Teacher roles
69. What are the roles of the teacher?
The teacher’s role is to model the target language, controls the directions and pace of the learning and monitors and corrects the
learners’ performance. The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to
practice structures. Language learning is seen to result from active verbal interaction between the teacher and the learners.
The role of instructional materials
70. Why is printed material not desirable in early stages?
Printed material is not desirable according to the book, word is not considered desirable, because it distracts attention from the
aural input.
Procedure
71. What are the procedures listed by Brooks?
Procedures:
1. Students first hear a model dialogue
2. The dialogue is adapted to the students’ interest or situation, through changing certain key words or phrases.
3. Certain key structures from the dialogue are selected and used as the basis for pattern drills of different kinds.
4. The students may refer to their textbook, and follow-up reading, writing, or vocabulary activities based on the dialogue may
be introduced.
5. Follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.