1. Methods
Week 5
ALM 1

2. Housekeeping: Name Cards
English Nickname: _________
address: ______________
Phone #: __________________
Your Picture
Something about your self:_________
______________________________ 2

3. Homework Today’s Class- Chapter 4 - ALM Read Ch 5 - Silent Way
First, in TP3 read the sections: Experience and Thinking About the Experience (pp )
Then use the TESOL Method Workbook (TMWB, pp ) As you re-read the chapter look at and answer the questions in the workbook

4. TESOL Method Workbook Open the book to page 32 Discuss questions 1-3:
What is the goal of ALM?
What is conditioning? How did it influence ALM?
Discuss the sample lesson and focus on the drills that are used. List them and explain how they work.

5. Historical Background ALM
In North America
Despite support for DM, advocates failed to have it officially adopted.
Coleman Report of 1926 also undermined the adoption of the Direct Method because it said:
No single method guarantees successful results
Goal of conversation skills impractical: limitations on time & teaching resources
Communication skills are irrelevant to needs of university Ss
Goal of FL courses should be development of reading skills

6. Historical Background ALM
So instead of adopting the Direct Method for foreign language teaching, most North American university programs made rapid silent reading the main educational objective

7. Historical Background ALM
World War II changes this focus
US Army needed personnel trained in German, French, Italian, Chinese, Japanese, Malay, etc.
Several universities were commissioned to develop special intensive training programs for military interpreters, code-room assistants, translators

8. Army Specialized Training Program
Program objective: attain conversational proficiency quickly
10 hours of class/day, 6 days/week
15 hours of drills with native speakers
20-30 hours of private study
Small classes of mature & highly motivated students
“Army Program” had excellent results

9. Army Specialized Training Program Video
Watch for the following
Use of “L&R” (listen & repeat)
Balance of language & culture
The “turning point”

10. Rise of ALM
1939 U of Michigan opens 1st English Language Institute, followed by Georgetown, UT Austin, American U
Programs trained teachers in EFL/ESL
Principles of structural linguistics & behavioral psychology applied to language teaching
DM rejected. Instead of gradual exposure & absorption of grammar, structure became core of instruction

11. Rise of ALM
The Result: a combination of structural & applied linguistics presented through aural-oral approach with army-style drilling and learning theory of behaviorist psychology – integrated & developed into new language teaching paradigm which received huge support:
The Audio-lingual Method

12. Basic Concepts Language learning is just like other forms of learning
Language is a formal, rule-governed system, so it can be formally organized to maximize teaching & learning efficiency
Stresses mechanistic aspects of language learning and language use

13. Basic Concepts
Language is primarily speech. Speaking skills depend on:
Ability to accurately perceive & produce major TL phonological features
Fluency is defined in terms of error free use of TL grammatical structures
Knowledge of sufficient vocabulary to use with these grammar patterns

14. View of Language Structural Linguistics
Empiricist view: language consists of elements combined in structures which can be scientifically analyzed.
Language is speech. Humans learn to speak before they read. Many languages have no written form. Speech is primary, writing secondary.

15. View of Language Structural Linguistics
Structurally related elements encode meaning: phonemes, morphemes, words, structures, sentence types
Elements are linearly produced in a rule-governed way
Language samples can be collected & exhaustively described at any structural level (phonetic, morphological, etc.)

16. View of Language
Linguistic levels form a pyramid & there are “systems within systems”
Sound structure: phonemic contrasts, allophonic realizations, phonotactics
Morphological structure: roots & affixes combined to alter categories & meaning
Grammatical structure: linear order, manipulation of “slots” for different functions (interrogative, passive, etc.)

17. View of Language

18. View of Language Implication of Structural Linguistics:
Language learning in ALM entails mastering the “building blocks” of language and learning the rules that combine these elements.

19. View of Teaching and Learning
Based on Behavioral Psychology
Learning = habit formation
Teaching = Drilling the habits and providing the feedback so that good habits are formed and bad habits are avoided
Language is just another behavior that can be learned
Learning any behavior consists of behavioral conditioning
Stimulus
Response
Reinforcement

20. Reviewing the Techniques
Dialog Memorization (also called controlled group practice in materials development)
Ss are A and T is B
Switch. T is A and Ss are B
Reconfigure. Ss on left are A and Ss on right are B
Switch. Ss on right are A and Ss on left are B

21. Reviewing the Techniques
Backwards build-up (a kind of chunking)
Ss are learning the pattern do you like…
T starts by saying “Spaghetti” // Ss repeat
T says “like spaghetti” // Ss repeat
T says “you like spaghetti” // Ss repeat
T says “Do you like spaghetti?” // Ss repeat
Can be done as a kind of chanting

22. Reviewing the Techniques
Chain Drill: T asks one S “Do you like mushrooms?” S says “Yes, I like… or No, I don’t like… and then that same S asks a new S the same Q until each S has had a chance to ask/answer the Q.
Can be done as a memory game, too

23. Reviewing the Techniques
Single Slot Substitution
T says: “spaghetti” and Ss say “Do you like spaghetti?” T says “chocolate” and Ss say, “Do you like chocolate?”
Can be personalized if Ss do it in triads

24. Reviewing the Techniques
Multiple Slot substitution – more then one word or phrase placed into a gapped dialog:
A: I went to a ______(place) _______ (time)
B: Really how was it?
A: It was ______ (feeling).
B: How did you learn about it?
A: I learned about it _________ (phrase)

25. Reviewing the Techniques
Place
Time
Feeling
Phrase
Japanese restaurant
Everland
Italy
Jeju Island
Saturday night
last summer
last year
last night
last winter
great
exciting
boring
scary
funny
on TV
in the newspaper
on the radio
from my mother
on the internet

26. Reviewing the Techniques
Transformation Drill (Active to Passive)
King Sejong invented Hanguel.
Edison invented the light bulb.
Bell invented the telephone.
Madam Currie discovered radon.

27. Q & A drills
T either gives Ss Qs to answer or T prompts Ss to ask Qs

28. Working with the Techniques
A: Tommy’s going to college in the fall.
B: Where is he going?
A: He is going to Tufts.
B: What is he going to study?
A: Biology. He is going to be a doctor.
Use 2d6 and discuss how you could use
that technique to teach the dialog