Audio-lingual Method Research Articles

The Effectiveness of Task-Based Language Teaching in Developing Speaking Skills at SMKN 2 MALANG

In this study the researcher proposed using a procedure based on the use of tasks as the core unit of planning and instruction in language teaching called Task-Based language Teaching (TBLT) to enhance the speaking ability of EFL learners. The present study was focused on seeing whether the TaskBased Language Teaching more effective to develop the students’ achievement in speaking. In this study the researcher used the population of the tenth grade students of SMKN 2 Malang in 20014/20015 academic year. In conducting this research, the researcher used the quasi-experimental design in terms of using one experimental group and one control group. These groups were chosen randomly from tenth grade classes from the two classes. The result of this study shows that there is a signifcant difference in the scores for Task- Based Language Teaching method and Audio lingual method after controlling for scores on the test. From the ANCOVA computation, it can be concluded that the students in experimental group had better achievement than those in control group.

The Effect of TPR and Audio-Lingual Method in Teaching Vocabulary Viewed from Students’ IQ

The Effect of TPR and Audio-Lingual Method in Teaching Vocabulary Viewed from Students’ IQ

Domestication of Audiolingualism in ELT in China: From the Perspective of Cultural Accommodation

Audio Lingual Method (ALM) or Audiolingualism is a language teaching methodology introduced in the 1950s in the western world. It was later domesticated in a painless way in Chinese foreign language pedagogy －in contrast to the Chinese cultural resistance to Communicative Language Teaching (CLT) in China. The paper explores why Audiolingualism is not inimical to the Chinese culture of learning while CLT seems to have encountered cultural resistance, although both approaches are of foreign origin. By putting a number of issues under scrutiny, the paper contends that the Chinese adoption of ALM, and coolness towards CLT, had deep roots in traditional Chinese culture and philosophy of education.

Using Audio Lingual Method to Improve Students Pronunciation Ability of Darul Mahdiah Private School

This study aims at finding out how the use Audio Lingual Method through Repetition Drill Technique improves Thai students’ pronunciation ability. This is a Classroom Action Research (CAR) conducted in Darul Mahdiah private school Songkhla-Thailand. The subjects of the study are 16 Thai students of class 6/2 at the school. The data were collected from pronunciation tests and analyzed by using percentages analysis. The result of the students’ pronunciation improvement was as follows; in the pre-pronunciation test the students’ pronunciation score was 0% (excellent), 0% (very good), 31.25% (good), 31.25% (low) and 37.5% (failed), in the cycle 1 post test the score was 0% (excellent), 14.29% (very good), 50% (good), 21.42% (low) and 14.29% (failed), and the score of the cycle 2 post test was 6.25% (excellent), 37.5% (very good), 43.75% (good), 12.5% (low) and 0% (failed). This leads to the conclusion that the students’ improved pronunciation was due to the two reasons; first, the students’ pronunciation ability improved through repetition drill since they got used to pronounce words intelligibly as what the teacher modeled.Keywords: audio lingual method, repetition drill, pronunciation, thai students

METODE AUDIO-LINGUAL DALAM PEMBELAJARAN KAIWA

AUDIO-LINGUAL METHOD IN TEACHING KAIWAJapanese is one of the foreign languages studied in Indonesia nowadays. As a means of communication, one of the the most important skill is speaking or conversation skill or kaiwa in Japanese. This paper aims at describing the audio-lingual method in teaching kaiwa for the first year of Japanese language students. The audio-lingual method emphasizes on repetition. It is done for time efficiency in learning a language. The mimicry-memorize technique is used in the implementation of the audio-lingual method in learning kaiwa. The students are promoted to kaiwa and are asked to memorize it. After memorizing it, they are later asked to practice. This technique requires them to be actively involved especially in speaking despite of their fear. Keywords: audio-lingual, kaiwa , mimicry-memoize, percakapan

The effects of explicit pronunciation instruction on the comprehensibility and intelligibility of Tunisian EFL learners

Pronunciation instruction had often been neglected in English as a Foreign Language (EFL) classes because it was generally associated with the mechanical drills reminiscent of the Audiolingual method and because it was considered to be incompatible with Communicative Language Teaching (CLT). Recent research has, however, shown that explicit pronunciation instruction is quite compatible with CLT and that it results in improving the learner's comprehensibility and intelligibility. This study reports results of classroom-based experimental research on the effects of explicit pronunciation instruction on the learning of the segments and suprasegmental features of English by Tunisian EFL learners. It followed a pretest /posttest design. Two experimental groups (Groups 1 &2) received a special treatment in pronunciation using an eclectic approach. Group 1 was taught pronunciation with a focus on English segments, while with Group 2 the focus was rather on suprasegmental features. The performance of the two groups was compared to a control group (Group 3) that was taught the same content but following the traditional Audiolingual method. Native speakers of American English rated the comprehensibility of the participants and transcribed some of their utterances before and after the treatment. Results show that both the comprehensibility and the intelligibility of Tunisian EFL learners' speech improved significantly. Group 2 which had more practice in suprasegmentals obtained, however, better results than Group 1 which had more practice on segments. Implications for pronunciation teaching and syllabus design are hence put forward.

Phonetic Symbols through Audiolingual Method to Improve the Students’ Listening Skill

Abstract:Phonetic symbols present linguistic feature to recognize how the words are pronounced or even spelled. While learning English, difficult words are sometimes found because here English is a foreign language with which students often face. In that case, these words might bother the students’ understanding. Obviously, the students were expected to develop their listening skill. It is because listening is one of the English language skills. To enhance the students’ listening skill needs appropriate and effective way. Phonetic symbols were applied in this research to give the students clear input and understanding toward English words. Moreover, these phonetic symbols were applied within audio-lingual method that it provided repetition, memorization, and drills through audio media. This research used Classroom Action Research (CAR) design. The objective of this research was to improve the students’ listening skill through phonetic symbols applied within audio-lingual method. The instruments used were observation and test. Based on the observation, the result showed that the students were encouraged to identify spoken words based on phonetic symbols. They were able to differentiate phonetic symbols used that helped them to identify words on spoken text. Meanwhile, the result of test showed that there were 30 students of 40 students who achived the passing grade, 75. The percentage of students’ achivement test met the target of this research success that was 75% of the students got score ≥ 75. Thus, it can be concluded that phonetic symbols applied in audio-lingual method successfully improved the students’ listening skill.Keywords: Phonetic symbol, Listening skill, Audio-lingual Method

Audio-Lingual Method in ELT

The Audio- Lingual Method is one of the teaching methods of English in 1940s-1950s. Majority of the English teachers also preferred the Audio-Lingual method. This method of teaching had an interesting story and with the advent of new technology audio lingual method turn out to be the part of the history of English language teaching methods. The following paragraphs give a brief description about the audio lingual method.

The Effects of ESA Elements on Speaking Ability of Intermediate EFL Learners: A Task-based Approach

In the history of language teaching, speaking has been the main point of interest for many researchers due to the fact that it is the first and foremost important skill by which learners are judged and needs instruction. The purpose of the present study is to investigate the development and implementation of teaching-learning techniques through the utilization of three engage, study and activate (ESA) elements involved in teaching of tasks in improving intermediate EFL learners’ speaking skills. In the current study, two intact groups of 15 participants were involved: the control group receiving regular instruction and experimental group receiving instruction through utilization of three ESA elements involved in teaching of tasks. Subjects were chosen from Chabahar Maritime University majoring in translation studies. The subjects were given a TOEFL proficiency test before the study to ensure that both are at the intermediate level of study at the outset. Then, both groups were given an FCE pretest of speaking to ensure both groups equivalence and homogeneity. After that, the control group was taught using audio-lingual method of teaching and the experimental group was taught by the utilization of ESA elements involved in teaching of speaking tasks. Finally, a posttest of speaking was administered to both groups to assess their speaking ability at the end of the study. The data analysis using independent samples t-test revealed that the subjects in the experimental group outperformed on mastering their speaking skills post-test compared with the control group.

Students’ Points of View About Learning English as a Foreign Language Through Communication and Interaction in 9-Year Elementary Schools (Albanian Context)

Communicative Language Teaching (CLT) is an interactive method which helps learning English language through communication, in a theoretical point of view CLT is a more effective method compared with traditional methods such as Grammar Translation Method and Audio lingual Method, and it is a preferred method to be used nowadays in foreign language learning. This is a descriptive study which aims to analyze and discover the 9-year elementary schools students’ opinions and points of view about learning a foreign language based on the principles of contemporary interactive student-centered methods and traditional ones. It is introduced a theoretical analyses about methods of language teaching in general, characteristics description and principles of CLT, accuracy and fluency in CLT, teacher and student role, communicative competence, CLT application, significance, impact, comparison of CLT with traditional methods. The data are collected from students of 9-year elementary schools on sixth, seventh, eighth and ninth grades through a survey questionnaire. Questions on the questionnaire are focused on finding students’ opinions and points of view about language learning in a certain context in practice, according to their needs and preferences on learning a language based on CLT premises about communication, accuracy, fluency, learning grammar and vocabulary, teacher roles etc. and principles of other traditional methods. Results are converted into percentages which show students preferences about the way they are used to, need and want to learn a foreign language and with which principles of the foreign language teaching methods they agree or not. Findings are described and analyzed according to their relation with theoretical issues. From the analyses it results that using CLT may prove to be a very successful method in both learning and teaching because students welcome the principles used in this method despite their “attachment” to the principles of previous teaching methods that they are used to.

Vocabulary Teaching Based on Semantic-Field

<p>Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual method and communicative teaching method before obtaining great attention from second language teachers and researchers finally.</p><p>This study states four proposals for the improvement of vocabulary teaching, which refer that: (1) apply componential analysis to vocabulary teaching; (2) foster learners’ awareness of the difference between English and Chinese; (3) introduce lexical phrases; (4) develop effective word meaning acquisition strategies.</p>

Changing paradigms in teaching English pronunciation: A historical overview

The role of pronunciation has varied widely in different methods and approaches of language teaching. In Grammar Translation Method (GTM) and the cognitive learning it received virtually no role. In Audio Lingual Method (ALM), on the other hand, it had a pivotal role. In communication-oriented approaches and within the broad context of EFL/ESL teaching in which successful communication is emphasized, it has been argued that pronunciation pedagogy deserves neither fate. This paper provides a historical overview of pronunciation teaching from GTM to communicative language teaching (CLT) highlighting the fact that until CLT, pronunciation pedagogy witnessed some drastic fluctuations; nevertheless, from then on, most of the researchers and practitioners in the field have come to the conclusion that the most reasonable and logical goal for pronunciation pedagogy should be intelligibility and functional communicability rather than nativeness.

Implementing Communicative Language Teaching in ESL Classrooms: A Tertiary Teachers' Perspective

Although CLT has been widely accepted and practiced, some problems have arisen in its implementation and wrong notion particularly in EFL and ESL context. This study, therefore, sought to determine the beliefs, practices, students’ interest, and problem encountered by tertiary teachers in implementing CLT. Specifically, this paper aimed to address the following objectives: (1) To find out if the teachers use CLT in the classroom; (2) To find out the teachers’ belief about CLT; (3) To find out the teachers' classroom practices and activities in implementing CLT; (4) To find out the students' reaction to the use of CLT in the classroom; and (5) To find out the problems encountered by teachers in implementing CLT. Ten tertiary teachers participated in the study. Based on the analysis of the findings, most of the respondents claim that they often if not always use CLT in the classroom but with minimal influence of Audiolingual Method. A lot of them believe that language is a tool for communication, conveying meaning and performing language functions used to establish and maintain social relationship. However, there is still an influence of Audiolingual Method in their view of language. Majority of the teachers also believe that language can be best learned and acquired through communicative approach. Moreover, they usually employ practices and activities using CLT. However, some respondents still employ the Audiolingual Method particularly on how they draft the syllabus, teacher modeling, and the use of speech laboratory for pronunciation. Several implications for teaching and future studies are discussed.

Audiolingual Method and Communicative Language Teaching in China: The Case of Cultural Domestication and Resistance

Audiolingualism and Communicative Language Teaching are two pedagogies both of foreign origin, however, they have made drastically different impact on English Language Teaching in China. The paper explains from a cultural perspective why audiolingualism is painlessly integrated into traditional Chinese approach of English learning while Communicative Language Teaching seems to have encountered fierce resistance from Chinese teachers and students.

An Investigation into EFL In-Service Teachers’ Beliefs toward Teaching Methodologies

<p><em>The present study was an attempt to investigate the EFL in-service teachers’ beliefs toward teaching methodologies and its possible relationship with age and gender. To achieve this aim, a questionnaire consisting of individual background and beliefs toward English teaching methodologies (the Audiolingual Method and Communicative Language Teaching) designed by Chen (2005) was employed. It was given to 252 in-service English teachers (136 female, 116 male) working as English teachers in the educational department and institutes.</em><em> </em><em>The findings showed that the EFL in-service teachers considerably preferred CLT to the Audiolingual Method. Moreover, the results showed that the male and female teachers had equal methodology and the level of methodology is not different in different age groups. The information provided in the present research can be helpful for teachers, policy holders of institutes and material developers. This study has also some implications for the researchers interested in teacher’s education studies.</em></p>

The Effect of Using Gesture on Resolving Lexical Ambiguity in L2

The study aimed to shed light on the use of gesture in resolving lexical ambiguity employed by TEFL students. To this end, 60 intermediate Iranian learners, studying at Kish Way Language School in Iran were recruited. The participants were randomly put into two groups: one experimental group and one control group. In the experimental groups homonyms were taught through gesture, but the control group learned homonyms through in Audio-lingual method. The results highlighted the value of gesture in resolving lexical ambiguity. Moreover, to investigate whether or not there were any significant relationships between spatial and kinesthetic intelligences on the one hand and the ability to resolve lexical ambiguity on the other, a Pearson correlation procedure was used. The results showed a significant relationship between spatial/ kinesthetic intelligences and the ability to resolve lexical ambiguity.

Teaching Spanish preK-16 in the US: then, now, and in the future

This article chronicles the teaching and learning of Spanish in the United States (US) preschool through college (preK-16) from the 1800s to the present day and beyond. National and local policies, initiatives, and practices are reviewed as well as program and curricular models and methodologies at each educational level: pre-kindergarten through elementary school; junior high, middle, and high school; college and university. From the 1800s until the 1980s, teaching and learning Spanish was steeped in tradition, incorporating predominantly grammar translation and reading great works of literature. Some exceptions to instruction included the Berlitz method and the audiolingual methods. An enrollment crisis in the 1970s propelled change in instructional delivery. These innovations were guided by research that then informed the creation of local, state, and national policies and initiatives. More research needs to be conducted to understand how diverse types of learners can become proficient in Spanish. In addition, investigations must focus on what constitutes best practices for teachers to use to tap all learners' highest potential. Finally, the conclusion of this article reveals conditions and challenges that will influence the future of Spanish language teaching and learning in the US.

Methods of Teaching Reading to EFL Learners: A Case Study

Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM), Direct Method (DM), Communicative Language Teaching (CLT), Audio Lingual Method (ALM) and Silent Way (SW). Through these methods, the students and the teacher can reach the purpose of teaching reading. From this study, it can be concluded that combining more than one method is one of the better ways for the teaching reading skill to EFL learners.

Teaching Grammar and Vocabulary


 The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

The Audio-Lingual Method: An Easy way of Achieving Speech

DOI: 10.6007/IJARBSS/v3-i12/412 URL: http://dx.doi.org/10.6007/IJARBSS/v3-i12/412 Abstract: The Audio-Lingual method aims to develop communicative competence of students through dialogues. Dialogues and pattern drills that students need to repeat are used to form habits in learners that will allow them to develop quick and automatic responses. Drills are useful in foreign language teaching in that they give students the opportunity to perform what they have learnt. The objective of this study is to demonstrate how the use of Audio-Lingual method facilitates learning a foreign language.