Audiolingual Method and Behaviorism: From Misunderstanding to Myth

Castagnaro, Peter J.

doi:10.1093/applin/aml023

Cited by 17 publications

(9 citation statements)

References 15 publications

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“…(3) new vocabularies and structures are presented through dialogue (imitation, repetition, drill); (4) explicit grammar rules are not provided and culture information is contextualized in the dialogue; (5) most interaction is between teacher and students initiated by teacher; interaction between students is directed by the teacher; (6) the level of complexity of the speech is graded; selected from simple to more complicated and then put into habit forming; (7) pronunciation is taught from the beginning; (8) target language is used in the classroom; and (9) students' errors are to be avoided. Castagnaro (2006), state that audio-Lingual methods consist of a list of grammatical items and constructions, often together with an associated list of vocabulary items. Notional-functional syllabuses specify the communicative content of a course in terms of functions, notions, topics, grammar, and vocabulary.…”

Section: The Audio-lingual Methodsmentioning

confidence: 99%

TEFL Methods in Indonesia

Anabokay¹,

Suryasa²

2019

ijllc

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The current research was a descriptive qualitative method that aimed to describe the TEFL methods applied by EFL teachers in Indonesia. Specifically, it aimed to know what the primary methods used by EFL teachers, how they delivered the methods, and what are the advantages and the disadvantages of applying the method in Indonesia case. The focus of the current research was on elementary teachers. Data were gained through interview and classroom observation. The research has shown that the primary methods used by EFL teachers were Grammar Translation Method and Direct Method. They combined those two methods and delivered them using English and Bahasa.

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Section: The Audio-lingual Methodsmentioning

confidence: 99%

TEFL Methods in Indonesia

Anabokay¹,

Suryasa²

2019

ijllc

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“…Their justification was that, to achieve proficient levels of L2 knowledge, language learners should stay away from their mother tongue as far as possible so that L1 structures would not intervene with L2 structures. The influence of these behavioristic traditions on L2 research and pedagogy was so strong that, even decades after their fall in the fields of psychology and second language acquisition (SLA), they remain to influence some very important aspects of L2 pedagogy (Castagnaro, 2006). Language teachers are still fearful of L1 use in their language classrooms (Turnbull & Dailey-O´Cain, 2009;Nagy & Robertson, 2009) as they have been repeatedly reminded by the proponents of monolingual approaches to L2 acquisition that language classrooms should be held in the L2.…”

Section: Introductionmentioning

confidence: 99%

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

Ghobadi¹,

Ghasemi²

2015

ELT

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Translation and language teaching techniques which take language learners' first language (L1) as point of reference for teaching the second language (L2) have been long discouraged on the ground that these teaching techniques would end in the fossilization of L2 structure forms in the learner's Interlanguage system. However, in recent years, the status of L1 use in L2 teaching and learning has revived as a result of the recognition that L1 can serve purposes in L2 teaching and learning (Hunt, 2012). In the last two decades, strong theoretical arguments have been posed for L1 use in language classrooms. Most of these arguments are based on the ground that L1 use can facilitate the processes of both L2 teaching and acquisition. Abundant research has been done in recent years to validate these theoretical arguments. The current paper would give a review of this research, with reference to three L1-based techniques for language teaching and learning that have appealed most to L2 researchers (i.e., translation, code switching, and L1 glossing). The conclusion drawn from this research is that language learners can benefit L1 use and L1-based techniques in their L2 acquisition. Further, along with the theoretical arguments and empirical evidence in defense of L1 use in language classrooms, L2 learners and teachers have begun to express more positive attitudes towards L1 use, and related techniques, in their own classrooms. Yet, there remain some challenges and obstacles for L1 use in language use. Suggestions are made as to how to address these challenges so that L2 pedagogy and use would benefit most from L1 use in language classrooms.

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“…Howatt (1984: 267-268) and Castagnaro (2006) have questioned the general acceptance of (at least Skinnerian) behaviorism as the psychological construct underlying ALM. Under this interpretation, Fries' disciple Lado, in his citations (1964: 55) of Skinner (1938) and Ferster and Skinner (1957) regarding immediate reinforcement of correct learner responses, would qualify as one of the "post-Fries audiolinguists" who "reached out to operant psychology to justify their method" (Castagnaro 2006: 523-524).…”

Section: Civilian Implementation and Materials Developmentmentioning

confidence: 99%

The “Scientific Linguist” Goes to War

Velleman

2008

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SummaryDuring World War II there arose in the United States an urgent need for intensive foreign language instruction that emphasized the spoken language. Beginning in April, 1943, the U. S. Army Specialized Training Program (ASTP) established approximately 500 intensive speaking courses in over 30 languages in fifty-five United States universities. After a single year, the program was suddenly abandoned, owing to combat personnel needs. The present study proposes to describe the sources, implementation, content, materials development, and methods of the ASTP in foreign languages. The study analyzes the ASTP Spanish language materials, explores the attempts at assessing the speaking proficiency of trainees of the program, and evaluates the program’s contributions to subsequent pedagogical approaches and assessment in the United States.

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Audiolingual Method and Behaviorism: From Misunderstanding to Myth

Cited by 17 publications

References 15 publications

TEFL Methods in Indonesia

TEFL Methods in Indonesia

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

The “Scientific Linguist” Goes to War

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