Relevant bibliographies by topics / Audio-lingual method (Language teaching)

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  2. Dissertations / Theses
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Academic literature on the topic 'Audio-lingual method (Language teaching)'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "Audio-lingual method (Language teaching)"

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Bobosher Kizi, Shovkieva Shohida. "AUDIO-LINGUAL METHOD IN TEACHING LANGUAGE AND ITS BENEFITS AND DRAWBACKS." International Journal Of Literature And Languages 02, no. 05 (May 1, 2022): 29–32. http://dx.doi.org/10.37547/ijll/volume02issue05-06.

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Ahmadjonovna, Bakhromova Gulmira. "Audio lingual method of teaching English language." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 1170–72. http://dx.doi.org/10.5958/2249-7137.2022.00587.0.

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Yani, Damai. "METODE AUDIO-LINGUAL DALAM PEMBELAJARAN KAIWA." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (July 3, 2016): 9. http://dx.doi.org/10.24036/ld.v10i1.6325.

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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
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Rustamova, Adash, Odina Bakhridinova, and Gulmira Juraboyeva. "Audio-Lingual teaching method with digital language laboratory." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 88–91. http://dx.doi.org/10.5958/2278-4853.2021.00203.2.

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Kakunta, Kebson, and Webster Kamanga. "Microteaching: Audio-lingual Method." Journal Educational Verkenning 1, no. 1 (November 19, 2020): 25–30. http://dx.doi.org/10.48173/jev.v1i1.27.

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The aim of this paper is to know the history, definition, principles, characteristic, technique of the audio-lingual method. This method are using in the microteaching class which is have many methods in particular. The audiolingual method is basically a development of direct methods which are considered to have weaknesses, especially in explaining things that are difficult for students to understand. For this reason, besides emphasizing language teaching through listening and imitating, this method is also possible to use mother tongue for explanation. This method is usually applied more in the form of a drill pattern. The use of the drill approach is commonly used in military circles. Because at first this method was widely used in the military, this method was also called the army method.
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Qizi, Fazilatkhon Ikromova Vohidjon, and Qarshiyeva Shakhnoza Valiyevna. "The Usage Of An Audio-Linguistic Method Of Learning English As A Foreign Language By Intermediate Students." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 300–305. http://dx.doi.org/10.37547/tajssei/volume03issue02-48.

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This article describes the aspects of audio- lingual method of language learning. As a conclusion, the main advantages of the method, in the case of its application as an integral part of the methodology of teaching English as a foreign language, and disadvantages that may occur in the case of its autonomous or remote use. Thus, we can say that the audio-lingual method will be a weighty addition to the general methodology of teaching English as a foreign language.
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Ika Purnama Sari and Jernih Sinurat. "Improving Students’ Vocabulary Mastery by Using Audio-Lingual Method on Grade VIII Students of SMP Negeri 4 Pematang Siantar." Journal of Classroom Action Research 1, no. 1 (February 3, 2022): 1–7. http://dx.doi.org/10.52622/jcar.v1i1.49.

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This study is based on the important of vocabulary. Vocabulary is an important component of language use because Vocabulary is one of the aspects of language besides grammar and pronunciation. In this research, the researcher using Audio-Lingual Method to improve students’ mastery vocabulary. The main objective of this study is to describe the use of Audio-Lingual Method in teaching and to identify how much students’ mastery in vocabulary improvement after being taught by using Audio-Lingual Method. This study is classroom action research that was done in two cycles. The data collection was done using observation and test. The data from the observation that had been taken from every cycle analyzed descriptively while the data from test were analyzed quantitatively. The use of Audio - Lingual Method in teaching at class VIII - 2 Students of SMP Negeri 4 Pematangsiantar was conducted in two cycles including cycle one and cycle two. The participant of this study was 32. The result of this study shows that using Audio-Lingual Method can improve students’ mastery vocabulary. This is proven by students’ test score that improved in every cycle. In the first cycle, the students’ average score was 60,00 and in the second cycle students got 68,90 and the Post cycle 76,56. Audio-Lingual Method is an appropriate technique used to improve students’ mastery vocabulary. The result of this study is helpful information for English teachers in teaching vocabulary Key words: Improving, Mastery Vocabulary, Audio-Lingual Method, Classroom Action Research
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Qizi, Abduraximova Farida Komiljon. "Modern Methods of Teaching English in Higher Educational Institutions." International Journal for Research in Applied Science and Engineering Technology 9, no. 11 (November 30, 2021): 612–13. http://dx.doi.org/10.22214/ijraset.2021.38892.

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Annotation: The article discusses various methods of teaching foreign languages in universities. Special attention was paid to the following methods: direct method, grammar-translation, audiovisual, audio-lingual and communicative. It is concluded that the communicative method begins to occupy a more dominant position. Keywords: foreign language, English, methods
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Shenderuk, O. B. "The audio-lingual method as a second-language teaching approach." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 2018 (December 19, 2018): 169–77. http://dx.doi.org/10.32755/sjeducation.2018.01.169.

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Maaliah, Eda, Yulius Harry Widodo, and Muhyiddin Aziz. "USING AUDIO-LINGUAL METHOD TO IMPROVE THE STUDENTS’ SPEAKING SKILL." Jurnal Bahasa Inggris Terapan 3, no. 1 (February 21, 2017): 45–59. http://dx.doi.org/10.35313/jbit.v3i1.1278.

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Language teachers play an important roles on teaching and learning process, choosing the methods, and designing the goal of the study. All their targets are based on how well they collaborate the methods and designs through the experiences and knowledge they have during the process of teaching and learning. Audio-lingual method was chosen to know the effectiveness, advantages, disadvantages, strenghts, and weaknesses in improving the speaking skill of the fifth grade students of elementary school. The qualitative and quantitative data were used in this research. Qualitative data were taken from the scores of the pre-test and all cycles. The quantitative data were taken through the observation, interview, and questionnaire. Based on the discussions and conclusions, audio-lingual method is recommended to improve the speaking skill of elementary students.Key words: audio-lingual method, speaking skill, teaching learning process
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Dissertations / Theses on the topic "Audio-lingual method (Language teaching)"

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Bright, Duane Everett. "The effects of pictorial extralinguistic context and its relationship to isolated utterances on listening comprehension in Spanish." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213721882.

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Lindsay, Elaine T. "Learner Concerns at the Missionary Training Center in the Technology Assisted Language Learning Program." BYU ScholarsArchive, 2000. https://scholarsarchive.byu.edu/etd/4880.

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Chapelle (1997) states the following as a vital question to be asked with respect to computer assisted language learning, “How good is the language experience in CALL for L2 learning?” (n.p.) In order to truly answer this question, investigators need to look to the learner and his concerns. In planning curriculum or designing a program, teachers and administrators normally look toward learner needs. However, these educators are also known to fully implement a new program, at times, without consideration of learner concerns. This appears to be especially true with the use of technology in the second language classroom. Research is needed to look at how the learner feels about technology. Former studies (Fuller, 1969; Hansen, 1996) have focused on the concerns of teachers or preservice teachers, but little research has been done focusing on the actual concerns of the learner.The current study focused on the concerns of over two hundred young adult missionaries from the Church of Jesus Christ of Latter-Day Saints who studied foreign languages at the LDS Missionary Training Center (MTC) for two months, with the aid of a Technology Assisted Language Learning (TALL) program. The subjects answered a background questionnaire upon beginning their study of a foreign language. At the end of their study program, the missionaries responded to a questionnaire where they could express their concerns about learning through technology. In addition, interviews with selected participants were conducted at the end of the missionaries' program.The data were analyzed and categorized and focus was given to the types of concerns expressed and how the concerns differed for language group, learner rate, gender, and other background factors. Four major categories of concerns were identified: instructional, language, software, and none. Most of the concerns expressed by the learners dealt with instructional issues such as the amount of variety and learner control as well as how learners review material and receive feedback from the computer. Chi-square post hoc analyses showed the greatest differences in the number of concerns within the Portuguese learners. Concerns of fast versus slow learners appeared different as well. Tests showed that slower learners were significantly more concerned about the computer going at a pace that worked well for them, becoming bored easily, and not having enough time on certain computer activities. Profiles describing those and other differences were created based on the interviews conducted with several learners.
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Meyer, Jumé. "A critical review of TEFL (Teaching English as a Foreign Language) as an effective method of teaching English in a multi-lingual environment." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/18.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2010
English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com). The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms. This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training. The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research: 1. Do the TEFL teaching techniques differ from those in traditional English classrooms? 2. If this is the case, how do these techniques differ? 3. Do the students benefit from TEFL, or may/can they benefit? 4. And do teachers benefit by using TEFL techniques in the classroom? The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany. xvi Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper. The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons. This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process. The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan. A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com). In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom. As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language. In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.
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Reshetniak, Maryna Valeriivna, Марина Валеріївна Решетняк, and Марина Валерьевна Решетняк. "A Foreign Language Acquisition." Thesis, Publishing house Education and Science, 2010. http://essuir.sumdu.edu.ua/handle/123456789/50985.

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The article discloses historically based approaches of a foreign language education and throws light on the new study, which may revolutionize language learning. The main methods of teaching foreign languages, which are highlighted in the article, are: the grammar translation method, the direct method, the audio-lingual method, the communicative language teaching method and the series method. And a modern research of a PhD from New Zealand is described below.
Стаття розкриває історично сформовані підходи до вивчення іноземних мов, а також надає додаткову інформацію щодо нового дослідження, яке може внести революційні зміни до вивчення будь-якої мови. Основні методи навчання іноземним мовам, що будуть проаналізовані в даній статті, наступні: метод граматичного перекладу, аудіально-лінгвістичний метод, комунікативний метод, прямий метод та послідовний (серійний) метод. І сучасне дослідження доктора філософії з Нової Зеландії оглянуто нижче.
Статья раскрывает исторически сформировавшиеся подходы к изучению иностранных языков, а также предоставляет дополнительную информацию про новое исследование, которое может революционно перевернуть изучение языков. Основные методы преподавания иностранных языков, которые будут проанализированы в данной статье, следующие: метод грамматического перевода, аудиально-лингвистический метод, коммуникативный метод, прямой метод и последовательный (серийный) метод. И современное исследование доктора философии из Новой Зеландии рассмотрено ниже.
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Zaika, I. Yu. "The audio-lingual method and speech development." Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8191.

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Condori, Efrain. "La comunicación oral como clave para el aprendizaje del español en la escuela sueca. : El empleo del método Audio-Lingual en las lecciones de español del åk 6,7,8 y 9 de dos escuelas suecas." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84438.

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A number of previous international studies have shown that many non-native Spanish speaking students lack sufficient oral communication skills. The aims of the study were twofold: 1) to investigate the possible effects of the Audio-Lingual method in the improvement of oral communication skills and 2) to test the effectiveness of two different teaching methods, i.e. the Audio-Lingual method and the Traditional method. A quantitative study was performed based on two different groups of students. One group worked with the Audio-Lingual method and the other group worked with the Traditional method. After a few lessons with the respective methods, the two groups were given a Fill-in the gap test that consisted of three parts: Greetings, Gender agreement and Number agreement. The test in Greetings and Number agreement showed no significant differences in results between the Audio-Lingual and the Traditional method. On the other hand, the test in Gender agreement showed that the Audio-Lingual method led to a significantly better result compared with the Traditional method. The study also demostrated that the students showed a greater interest in the Audio-Lingual method and this method helped the students to use their Spanish knowledge in other situations as well.
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Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.

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The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.
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Dye, Marie Françoise Ghyslaine. "L'utilisation du film dans l'enseignement du français langue étrangère au niveau débutant à l'Université du KwaZulu-Natal, Pietermaritzburg : une étude de cas." Thesis, 2009. http://hdl.handle.net/10413/392.

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Hu, Ching-Wei, and 胡荊偉. "Audio-Visual System Method: A Study of the Effectiveness of an Integrated Method for Teaching English as a Foreign Language at Remote Elementary Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/f6k4rc.

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碩士
國立彰化師範大學
英語學系
103
English is a phonetic system, not hieroglyphic, nor ideographic or logographic one. Therefore, learning English as a foreign language necessitates the use of simulated listening and speaking environments. Before puberty, children must be provided with authentic listening environments. This premise is based on findings of the Critical Period Hypothesis. Taiwan can provide pupils authentic pronunciation, intonation, even accent by producing multimedia teaching material recorded by native English speakers. However, English classrooms at remote elementary schools are equipped with only poor quality portable CD players at present. These players impair the teaching effect and students’ learning motivation. It is proposed that if better quality audio-visual devices are used, the English learning results of Taiwanese remote elementary school students will be improved substantially. Installing an audio-visual system in an English classroom combines with various language teaching methods would be an efficient method of teaching English as a foreign language. The purposes of this study were to investigate the effects of the Audio-Visual System Method on students’ English learning achievements at remote elementary schools, their attitudes toward English learning, and their attitudes toward the Audio-Visual System Method. The participants of the study were third-grade students from two intact classes and the school faculty from a remote elementary school located in central Taiwan. Both qualitative and quantitative data were collected through various instruments. The results of the study display the English achievements of the students in the treatment group surpassed those of students in the control group significantly, firstly. Secondly, students in the treatment group show positive attitudes towards the English learning. Finally, the faculty indicates that the Audio-Visual System can boost English learning achievements and improve students' attitudes towards English learning.
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Abd, Al-Magid Mohammed Al-Mamun. "The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms." Thesis, 2006. http://hdl.handle.net/10500/1747.

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This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task. The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study.
Linguistics
M.A. (Applied Linguistics)
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Books on the topic "Audio-lingual method (Language teaching)"

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United States. National Archives and Records Administration, ed. Foreign language courses produced by the Federal government. Capitol Heights, MD: National Archives and Records Administration, 1985.

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Renard, Raymond Robert. Variations sur la problématique SGAV: Essais de didactique des langues. Paris: Didier érudition, 1993.

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Hadfield, Jill. Simple listening activities. Oxford: Oxford University Press, 1999.

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Warren, Mintz Malcolm. Listening comprehension: Selections from Malaysian and Indonesian history. Singapore: EPB Publishers, 1996.

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Charles, Hadfield, ed. Simple listening activities. Oxford: Oxford University Press, 2001.

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Āmūzgār, Hūshang. How to speak, read & write Persian (Farsi): Self-teaching method, accompanied by four audio CDs. Bethesda, MD: Ibex Publishing, 2010.

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Wenk, Brian. Enseigner aux enfants. [Paris]: Clé international, 1989.

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Living languages: An integrated approach to teaching foreign languages in primary schools. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Nicolas Martinez, Maria Carlota, ed. Ricerche sul Corpus del parlato romanzo C-ORAL-ROM. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-568-9.

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This book is the first initiative of its kind aimed at underscoring the importance of the C-ORAL-ROM project, and proposing new methods of utilisation and study of the corpora comprised within it, especially in the framework of language teaching. The objective of the project is that of creating a corpus of the spontaneous spoken language for the principal Romance languages: French, Italian, Portuguese and Spanish. The publication includes both written and audio texts, considered as the most appropriate manner of utilising and studying the oral corpora. The texts of the authors hosted in the volume dwell on the various aspects that enable C-ORAL-ROM to be used as a container of information, as a teaching instrument and also as a means of analysing the formal, structural and prosodic characteristics of the texts. The last part of the book presents a teaching unit that proposes a direct application to the teaching of the oral corpora.
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Hodge, W. V. D. Methods of Algebraic Geometry. Cambridge: Cambridge University Press, 1994.

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Book chapters on the topic "Audio-lingual method (Language teaching)"

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Curtis, Andy. "The Direct Method and the Audio-Lingual Method." In Methods and Methodologies for Language Teaching, 126–46. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5_6.

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Milovanović, Aleksandra. "Audio-vizuelne arhive: metod, model, mediji." In CLIMB. Culture, Language, Literary, Translation, Library and Information Studies, Teaching Methodology and Book History, 109–20. Београд: Универзитет у Београду, Филолошки факултет, 2017. http://dx.doi.org/10.18485/climb.2017.5.2.ch8.

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Tefer Adugna, Ebabu. "Theory and Practice of Second Language Learning." In Education and Human Development. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.107111.

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Second language learning can help citizens broaden their thinking capacity and have wide connections to people in the world. Ethiopian governments at different times have been attempting to deliver foreign languages, particularly English, to their citizens. Also, training has been given on how to teach English as a foreign language as well. Thus, this book chapter deals with the theories and practices reflected in ELT as a foreign teaching from the earliest times to the present. Specifically, the syllabus and student books of Grade 10 English, which were in use in three consecutive reigns of Ethiopia, such as Haile Selassie (1930–1974), DERG (1974–1991), and Ethiopian People’s Revolutionary Democratic Front (EPRDF) (1991–2022), were assessed and the theories and practices reflected in the teaching materials of each regime, and the changes made in terms of theories, approaches, and methods comparing the past and the present were identified. The audio-lingual method was the most commonly used method during the two regimes (Halie Sillase and DERG). But the content-based and task-based approaches, informed by sociocultural theory, were the most commonly used methods during the EPRDF, as evidenced by the evaluation of teaching materials and practice.
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Luan, Duo. "Exploring Intercultural Communication Through the Act of Translation in Subtitling." In Cases on Audio-Visual Media in Language Education, 261–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch011.

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This chapter explores how intercultural teaching and learning can take place through the practical act of translation in subtitling. The method discussed in this chapter uses audio-visual media in the teaching of Chinese as a foreign language (CFL) in higher education (HE). Translation in Subtitling is an undergraduate course offered to students with advanced Chinese competencies at the University of Wales Trinity Saint David in the United Kingdom. This applied language practice develops advanced skills in intercultural communicative competence (ICC) to students working on projects related to specific professional and cultural contexts. The audio-visual-driven course and its workshop style aim to provide a practical and fun intercultural learning experience, as well as to enhance employability by preparing students to work in a Chinese linguistic environment.
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L., Aruldoss, Sujitra A. G., and Vijayalakshmi R. "iGeneration Methodology." In Innovations and Technologies for Soft Skill Development and Learning, 108–14. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3464-9.ch013.

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This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.
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Luan, Duo. "Exploring Intercultural Communication Through the Act of Translation in Subtitling." In Multicultural Instructional Design, 794–810. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch037.

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This chapter explores how intercultural teaching and learning can take place through the practical act of translation in subtitling. The method discussed in this chapter uses audio-visual media in the teaching of Chinese as a foreign language (CFL) in higher education (HE). Translation in Subtitling is an undergraduate course offered to students with advanced Chinese competencies at the University of Wales Trinity Saint David in the United Kingdom. This applied language practice develops advanced skills in intercultural communicative competence (ICC) to students working on projects related to specific professional and cultural contexts. The audio-visual-driven course and its workshop style aim to provide a practical and fun intercultural learning experience, as well as to enhance employability by preparing students to work in a Chinese linguistic environment.
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Korkealehto, Kirsi, and Vera Leier. "Facebook for Engagement." In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, 1337–58. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7123-4.ch071.

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This research presents a virtual exchange project between two tertiary institutions in New Zealand and Finland with 26 participants who were intermediate German language students. During the project, the students used a closed Facebook group to post about given topics; the posts combined video, audio, and text that adhered to multimodal meaning-making theory. The theoretical framework was task-based language teaching underpinned by the notion of engagement, social media in language learning, and telecollaboration. Language learning was viewed through a socio-cultural lens. A mixed-methods approach was used to collect data including questionnaires, interviews, and FB-logs. The qualitative data was analysed by content analysis method. The results indicate that the students perceived FB as an applicable tool for community building and they enjoyed the variation it brought to the course. Collaboration, use of communication tools, authenticity, and teachers' support fostered student engagement.
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Van Hung, Tran, Mohan Yellishetty, Ngo Tu Thanh, Arun Patil, and Le Thanh Huy. "The Application of Flipped Classroom in Teaching University Students." In Computer-Assisted Language Learning, 1473–85. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch069.

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Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.
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Hashiyana, Valerianus, Veiko Veiko, Nalina Suresh, Martin Mabeifam Ujakpa, and William Sverdlik. "Assistive Technology for Children With Learning Disabilities as an Artificial Intelligence Application." In Assistive Technologies for Differently Abled Students, 113–25. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-4736-6.ch007.

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The Assistive Technology for Children with Learning Disabilities (ATCLD) is a computer software program developed for upper primary education learners of Eros Girls School (EGS) situated in Eros, Windhoek, Namibia. The notion of the development of ATCLD initiated from the idea of improving the occurrence of teaching and learning since the time the traditional methods applicable to mainstream classes were used at EGS. The ATCLD was implemented to improve academic performance of learners with dyslexia in EGS and will be implemented across various needy schools around Namibia. The specifications of this application follows from the fact that people with dyslexia have problems related to English language and mathematics (dyscalculia). ATCLD technologies improve dyslexia learners' capabilities through repetition to aid the learners developing specific skills. ATCLD can be generalised to accommodate other learning deficiencies such as language processing disorder and audio processing disorder.
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Hernández, Marisol Hernández, and Marva Angélica Mora Lumbreras. "Characterization of English Through Augmented Reality." In Augmented Reality for Enhanced Learning Environments, 170–92. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5243-7.ch007.

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Children who begin to learn English usually associate words with images and sounds; this facilitates the assimilation of knowledge and increases their educational interest. This premise grounded this research using augmented reality-based applications designed for people who want to learn English vocabulary. The set of useful terms for students to learn are put together in various categories such as animals, colors, and things. The vocabulary is stored in a database in different formats that are text, 3D image, and audio, which are associated with items containing a vocabulary that represents abstract entities and that are necessary to complement the learning of the English language. The words are associated with the images and with the corresponding audio in order that the students learn to read, write, listen, and consequently, to pronounce the words. This research is projected for more promising applications based on the multi-lingual teaching process.
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Conference papers on the topic "Audio-lingual method (Language teaching)"

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Kharisov, Firaz, and Chulpan Kharisova. "INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-096.

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INNOVATION IN NON-NATIVE LANGUAGE EDUCATION Education system both in Russia and abroad has its own traditions and customs established throughout the centuries. In some educational institutions there were used non-conventional teaching methods along with traditional ones. However we are aware of the fact that both in those old times and now educational and pedagogic work was founded on the Jan Amos Comenius teaching, that was published in Didactica Magna (1638) that contains 'universal art of teaching everyone everything...'. Despite the fact that every country establishes specific educational systems which capture the peculiarities of socio-political framework and national and cultural differences, there is a certain degree of commonality among them. We understand 'innovation' as a certain novelty that was specifically developed or accidentally discovered through the pedagogical practice. Authors give different meanings to 'novelty' and 'innovation'. Novelty is a new means (new method, new methodology, technology etc.), while Innovation is the process of adopting that means. Innovational teaching is focused on developing an individual who is adaptable to constant changes in society, living conditions, to effective and durable acquisition of science basics by means of developing creative capabilities, thinking, and communication skills through new technology. When using innovation technologies, there occurs transition from lesson (task) systems as a teaching process to a lesson as 'a leading form of living' (lesson-creation, lesson-labor, lesson-communication, lesson-friendship, lesson-meeting, lesson-concerto, lesson-conversation, integrated lesson, lesson-roundtable, lesson-craft, etc.), Innovative approaches when teaching non-native language can be considered from the point of view of innovation-modernization of the teaching process, whereby the result is guaranteed as in traditional reproductive orientation. Technological approach to teaching concerns communicating certain knowledge to a student, forming a certain set of actions based on an example offered by a teacher; innovation-transformation which changes traditional understanding of the educational process and supports the research nature of the cognitive activity. Exploratory approach has an ability to transform traditional learning based on productive activity, which guarantees meeting certain goals and results. Teaching languages by using innovative technologies implies organizing the teaching process in a new, oriented at foreseeing the end results, stimulating students to dynamic communicative activities dialogue which fully leverages the emotional and intellectual potential. By 'technology' we mean a set of methods and techniques, which are used by teachers, as well as educational materials that are used when teaching Tatar language (educational-methodical system, computer technologies, video and audio, etc.). Educational-methodological systems that have been developed in recent years are communication-oriented and contain multiple tests that allow for self-control and teacher-control. Essentially, they bring communication in a non-native language close to natural environment. There are several goals of using modern technologies for teaching non-native languages, o Increasing motivation and interest in studying; o Strengthening cognitive activity; o Creating comfortable environment, the atmosphere of mutual understanding and support when communicating in non-native language; o Developing creative potential and skills, developing initiative. Using new educational technologies implies that the teacher should act in numerous roles: be a producer, a teacher, a student, an organizer of certain type of activity (e.g. games), a consultant, etc. Dr. Firaz F. Kharisov, Professor, Doctor of Pedagogical Sciences, Kazan Federal University Chulpan M. Kharisova, Professor, Doctor of Pedagogical Sciences, Kazan Federal University
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Drobot, Irinaana. "STUDENTS ACTIVED PARTICIPATION MOTIVATED BY ONLINE LEARNERS AND SEMINARS." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-134.

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The purpose of this paper is to analyse the consequences of the compulsory online education at university studies level during COVID-19 period. Current trends and goals in the education system such as focusing on practical sides of learning and creativity seem to be prone to improvement due to the possibilities of the new online medium, through the use of online platforms such as Microsoft Teams, Google Classroom, Webex, and Zoom. The paper analyses features of these online platforms which prompt use of visual material such as PowerPoint presentations during the lectures, ease of access to using video and audio material, comparatively to the face to face lecture halls where access to foreign languages laboratories and translation software was not always available, as well as encouraging possibilities of interaction during seminars and lectures by using buttons indicating go faster, go slower, yes, no as feedback from students to teachers present on Zoom platform. The methodology of the paper will combine teaching as a foreign language using face-to-face methods as well as using teaching and learning software and online materials, together with psychological theories of motivation in learning. The findings will be applied to teaching English as a foreign language seminars and to Culture and Civilization courses and seminars to students in Engineering at the Technical University of Civil Engineering Bucharest where the author of the paper currently teaches as a lecturer. Activities of teaching with video and listening comprehension are encouraged due to the use of platforms and are readily available.
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Kartika, Diana, Endut Ahadiat, and Yuni Astuti. "The Use of Audio-Lingual Method in BIPA Learning for Foreign Students in West Sumatra in the Era of the Digital Revolution." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295035.

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Bodea, Anca silvia rusu. "E-LEARNING TOOLS' INFLUENCE OVER STUDENTS' MOTIVATION FOR ENGLISH AS A SECOND LANGUAGE ACQUISITION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-196.

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This study presents the relationship between students? motivation for learning English as a second language and the usage of practical e-learning tools in the context of modern educational environments where, the internet, the smart phones, computers, e-mails, instant communication are used by la large number of subjects. The issue approached by this paper is related to the possibility of finding ways to keep students motivated for self directed learning supported by online courses or internet connected gadgets. Nowadays English learning applications are being conceived with the purpose of helping students to increase the level on language acquisitions and to determine professors to identify which strategies would be more efficient in the process of teaching, so that better results would be obtained. Taking into account the fact that our auditory as teachers could be formed by visual learners, kinaesthetic learners, auditory ones and others, the implementation of strategies which include the usage of websites, movies, video and audio clips is recommended to increase learner's motivation which varies because of numerous endogenous and exogenous factors such as socio-cultural circumstances or professional needs. The research methodology involved the analysis of the a number of articles representative for the specialized literature in the field and a motivation related questionnaire addressed to 51 students of five and six grade who study English as a second language. Findings promote learners involvement creating a safe atmosphere in the classroom with the help of technology by introducing new methods which combine or replace classical methods of teaching with modern ones.
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Ivanic, Ivana, Rodica Ursulescumilicic, and Laura Spariosu. "ELEARNING ROMANIAN LANGUAGE IN SERBIA - WEBSITE EXAMPLE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-213.

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The aim of this paper is to promote online learning Romanian as a foreign language in Serbia. The authors intended to create own website and contribute to promote teaching and learning Romanian as a foreign language. Especially, the website was created for students of the Faculty of Philosophy, but after giving good results all the other interested in learning Romanian language in Serbia, who like to use virtual learning environments, started using the website. The site is designed in modern concepts. On the home page, students can learn about content: 1. About Project, 2. About Department (Brief description of Department of Romanian language studies at University of Novi Sad), 3. Authors of the site (short CV), 4. About Romanian language ( A brief introduction to the basics of Romanian history and grammar.), 5. Romanian Grammar (course of phonology, phonetics course, morphology course, syntax course, lexicology course), Testing knowledge (exercises in written and audio form), 6. References 7. Questions and comments, 8. Contact. Given the fact that students manifest a much greater interest in modern methods of online language learning than to classical approach, the authors have devised a website as an additional tool for learning Romanian language for all study groups at the Faculty of Philosophy in Novi Sad. Since this is an attempt in its infancy, the site will be upgraded in the future, according to requirements of the students. All explanations, grammar and history of Romanian language are given in the Serbian language. The creation of such a web portal, the first in Serbia for learning the Romanian language, provides opportunities for promotion of Romanian in modern way.
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Manzar, Osama, and Saurabh Srivastava. "SkillBot: An Affordable, Accessible, Multi Lingual, Multimedia, Self-Learning, Skilling Chatbot for Addressing Unemployment and Skill Shortage." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3122.

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Affordability and accessibility of avenues for skilling is still a challenge for uneducated and unqualified youth of rural India. They also require platforms for skilling that facilitate learning at their own pace and time, local language instruction, usage of multimedia formats to retain attention and minimal entry-level requirements for learning. India’s artisans and rural entrepreneurs would also benefit from the skilling on digital literacy, financial literacy, digital financial literacy, citizen services and data management. As per a baseline study undertaken by Digital Empowerment Foundation and Commonwealth of Learning, even when the artisans, weavers and rural entrepreneurs possess smartphones and access the internet, using smartphones to acquire new skills and conduct business is minimal. It is in this context that Skill Bot becomes relevant. // Skill Bot’ is a self-learning chatbot built on the Telegram platform. Telegram is a free, open-source and accessible messaging service. Unlike WhatsApp, which offers paid chatbot features, Telegram chatbots are completely free as well making them accessible to organizations. Skill Bot was developed by DEF and Commonwealth of Learning to teach digital literacy, financial literacy, citizen services and data management. SkillBot is multilingual and employs tutorial lessons, audio graphics, infographics, flashcards, interactive quizzes and activities for teaching. Since both Telegram and Skill Bot is free, easy to use and accessible, this provides a platform for those without access to formal avenues of learning to acquire the skillsets. Using the SkillBot requires basic digital literacy only. Additionally, since it is interactive with continuous assessment, learners can proceed at their own pace. So far, 2400 users have been accessing it. // From an organizational point of view also, SkillBot is a valuable tool. Covid-19 pandemic has restricted the ability of organizations to reach out to learners. SkillBot provides the opportunity to deliver content to a large demographic at a minimal cost. Organizations find it costly to build, manage, promote and maintain mobile applications or web-based learning management systems. Telegram also provides back end technical support, further reducing cost and labour. // Through this presentation, using a chatbot as an example, we intend to demonstrate how organizations can use technology to build affordable, accessible, easy to learn, skilling and learning platforms for the uneducated and unskilled population.
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Reports on the topic "Audio-lingual method (Language teaching)"

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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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