The Development of Speaking Skills Through Audio-Lingual Method

Kunnu, Wichuda

doi:10.5593/sgemsocial2017/hb31/s10.040

Cited by 2 publications

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“…A case of Thai students in Songkhla, after receiving ALM through repetition drill technique, shows significant pronunciation improvement as their pronunciation became more intelligible and their confidence in speaking English increased (Hidayati, 2016). Another example from Kunnu (2017) in the Thai context is that 14 Thai students in Hotel and Lodging Business Management program could speak English more fluently and confidently with "adapted ALM" (integration of GTM and ALM). In summary, using ALM aids students' pronunciation skills, resulting in confidence and motivation to practice oral communication.…”

Section: Audio Lingual Methods (Alm): Habit Formation and Drillsmentioning

confidence: 99%

Challenges for Methodological Designs and Proposed Alternative Instruction for Teaching English Grammar to Thai Deaf and Hard-of-Hearing Students

Subin¹,

Liang-Itsara²

2022

ELT

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Grammar is a foundation of language, as all languages consist of rules and usage. Learning English grammar is challenging for Thai EFL learners because of the contrastive grammatical features between Thai and English. Learning English grammar is even more difficult for Thai deaf and hard-of-hearing students since they have limited tools and cues for acquiring English grammar. This paper discusses possible challenges in teaching English grammar to deaf and hard-of-hearing students and reviews some teaching methodologies that might be effective for deaf and hard-of-hearing Thai EFL students. The authors also introduce the WebQuest instruction as a promising alternative instruction of English grammar for this group of students.   

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Section: Audio Lingual Methods (Alm): Habit Formation and Drillsmentioning

confidence: 99%

Challenges for Methodological Designs and Proposed Alternative Instruction for Teaching English Grammar to Thai Deaf and Hard-of-Hearing Students

Subin¹,

Liang-Itsara²

2022

ELT

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“…However, Audiolingual method drills student in the use of grammatical sentence patterns (Freeman, 2000). Some studies are conducted also for the use of Audio-lingual method to teach foreign language in some countries, e.g Ukraine (Bidenko and Bespalova, 2017) Thailand (Kunnu, 2017) Jordan (Abu-Melhim, 2009). All studies indicate that Audio-lingual method gives positive impact in promoting foreign language learning.…”

Section: Introductionmentioning

confidence: 99%

Task-Based Language Teaching based on Audiolingual Method to Promote Students’ Speaking Achievement

Munawaroh,

Raja,

Flora

2023

ijcsrr

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This present study was an attempt to examine whether a task-based language teaching based on audiolingual method improves students’ speaking achievement and to examine which aspect of speaking improves the students’ speaking achievement most. This research was conducted to 34 computer and network engineering students of the eleventh grade of SMK Ma’arif Sindang Ayu by using purposive sampling. The data were analysed quantitatively. The result presented the value of sig. (2-tailed) = 0.000 < α=0.05. as well as t-value= 14.606 > t-table=2.042. It means that H0 was rejected and Ha was accepted. It was implied that the implementation of task-based language teaching based on audiolingual method significantly improved students’ speaking achievement. Besides, the aspect of speaking which improved the most was fluency in which had the highest gain score among other aspects of speaking.

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The Development of Speaking Skills Through Audio-Lingual Method

Cited by 2 publications

References 0 publications

Challenges for Methodological Designs and Proposed Alternative Instruction for Teaching English Grammar to Thai Deaf and Hard-of-Hearing Students

Challenges for Methodological Designs and Proposed Alternative Instruction for Teaching English Grammar to Thai Deaf and Hard-of-Hearing Students

Task-Based Language Teaching based on Audiolingual Method to Promote Students’ Speaking Achievement

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