1. THE AUDIOLINGUAL METHOD

2. -The Coleman Report ( 1929) -The entry of U
-The Coleman Report ( 1929) -The entry of U.S into World War The Army Specialized Training Program

3. -American approach to ESL -Leonard Bloomfield (informant-method) -The first English Language Institute by Michigan University (1939 )

4. -The American Council of Learned Societies -The emergence of Audiolingualism

5. APPROACH Theory of language: -Derived from stuctural linguistics
APPROACH Theory of language: -Derived from stuctural linguistics. -Language is speech not writing. -Language is a set of habits. -What native speaker says is vital. -Languages are different.

6. Theory of Learning Behaviorism -The study of human behavior Stimulus > Organism > Response Behavior = Reinforcement or no reinforcement/negative reinforcement

7. To apply this theory to language learning:
The stimulus: what is thought or presented of the foreign language
The response: learner’s reaction to the stimulus
The reinforcement: approval and praise of the teacher or friends or self satisfaction

8. Learning principles of Audiolingual Method
A process of mechanical habit formation
Using the spoken form of the target language before written form in classroom
Analogy: generalization and discrimination and inductive grammar teaching
Teaching words in linguistic and cultural context

9. Design Speech based instruction with objective of oral proficiency
Cleaning of some old procedures

10. Objectives
Short-range objective: accurate pronunciation, listening comprehension, recognition of speech symbols and using symbols in writing.
Long-range objective: language as native speaker uses.

11. The Syllabus - Morphlogical, phonological and syntactic key items
- Four basic skills are in order of listening, speaking, reading and writing

12. Types of activities
Drills and dialogues (correct pronunciation, stress, rhytm and intonation)
- repetition inflection
- replacement restatement
- completion transposition
- expansion/contruction
- integration transformation
- restoration rejoinder

13. Learner Roles:
Reactive role
Little control over learning

14. Teacher Role: Dominant and active..
Controlling the process of learning..
Varying activities..

15. According to Brooks:
Harmonizing four skills in this order: hearing, speaking, reading, writing..
Teaching spoken language in dialogue..
Teaching some structure and vocabulary..
Teaching literary items..
Making students response individually or in chorus..
Using or not using English..
Modelling some language behavior and rewarding students..

16. The role of Instruction materials:
Materials are under the control of teacher
Tape recorders
Audiovisual equipments
Language laboratories..

17. Procedure
Little provision for grammar and talking about the language Target language as the center of instructions Discouragement of translation and the use of native language

18. Brooks’ procedure list:
The modelling of all learnings by the teacher
The early and continued training of the ear and tongue
The learniing of structure through the practice of patterns of sound, order and form rather than by explanation
Summarizing of the main points of structure
Shortening of the time spent

19. Minimizing of vocabulary until structures have been learned
The study of vocabulary only in context
Practice in translation only as a literary exercise at an advanced level

20. In a typical audiolingual lesson:
Hearing the dialogues including basic structures
Changed certain key words by students
The selection of certain key structures from the dialogue and practice in chorus, or individually
Imitative writing
More dialogue and drill work

21. The decline of Audiolingualism
unable to transfer skills to real communication outside the classroom .
 boring and unsatisfying.
attacked as being invalid in terms of both language theory and learning theory.
 -Noam Chomsky (cognitive code learning)  
‘Language is not a habit structure’.

22. CONCLUSION Mechanistic aspects of language learning and language use.
Similarity between Situational Language Teaching And Audiolingulism:
Focusing on the basic structures of the target language

23. Difference between Situational Language Teaching and Audiolingualism: -Situational Language Teaching does not have the strong links to linguistics and behavioral psychology that characterize Audiolingulism