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Journal articles on the topic 'The Audiolingual method'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Castagnaro, Peter J. "Audiolingual Method and Behaviorism: From Misunderstanding to Myth." Applied Linguistics 27, no. 3 (2006): 519–26. http://dx.doi.org/10.1093/applin/aml023.

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2

Kiany, G. Reza, Esmaeel Ali Salimi, and Heshmatollah Afshari. "Vocabulary Learning and Recall of Iranian Elementary EFL Learners in Audiolingual and Total Physical Response Methods." ITL - International Journal of Applied Linguistics 145-146 (2004): 289–305. http://dx.doi.org/10.2143/itl.145.0.562917.

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This research aimed at studying the efficacy of Audiolingual and Total Physical Response (TPR) methods in helping the Iranian Elementary EFL learners learn and recall new vocabulary items. In the Audiolingual method new vocabulary is taught through repetition, mimicry, and memorization (Richards & Rodgers, 1986), while in TPR this is done through synchronization of the new vocabulary items with the learners’ body movements (Asher, 1965 & 1977). Sixty elementary male students participated in this study in two groups of 30. Both groups took the Nelson test, a vocabulary test, and recall

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3

Maspalah, Maspalah. "METODE AUDIOLINGUAL DALAM PEMBELAJARAN BAHASA ARAB UNTUK MENINGKATKAN KEMAMPUAN BERBICARA." Jurnal Pendidikan Bahasa dan Sastra 15, no. 1 (2015): 68. http://dx.doi.org/10.17509/bs_jpbsp.v15i1.800.

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AbstrakPenelitian ini bertujuan untuk mengkaji pengaruh penggunaan metode audiolingual dalam pembelajaran bahasa Arab terhadap peningkatan kemampuan berbicara siswa. Metode yang digunakan adalah Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus dengan subjek penelitian siswa Kelas XI MIA-2 SMAN 1 Cicurug Kabupaten Sukabumi Tahun 2014. Hasil penelitian menunjukkan bahwa penggunaan metode audiolingual dalam pembelajaran bahasa Arab dapat meningkatkan kualitas proses dan hasil belajar siswa. Kualitas proses dapat dilihat dari peningkatan keterlibatan siswa dalam pembelajaran, sedangkan

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4

Saydaliyeva, M. A., E. B. Atamirzayeva, and F. X. Dadaboyeva. "Modern methods of teaching English in Namangan state university." International Journal on Integrated Education 3, no. 1 (2020): 8–9. http://dx.doi.org/10.31149/ijie.v3i1.256.

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The article discusses various methods of teaching foreign languages. Particular attention was paid to the following methods: the direct method, grammar-translation, audio-visual, audiolingual and communicative. It is concluded that communicative method is has started becoming most dominant.

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5

Haryani, Haryani, and Ainur Putry. "A Collaboration Between Communicative Language Teaching (CLT), Audiolingual, and Community Language Learning (CLL) Approach in Teaching and Learning English at SMA 1 Singorojo Kendal." Journal of English Education and Teaching 4, no. 1 (2020): 127–39. http://dx.doi.org/10.33369/jeet.4.1.127-139.

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This research aimed to investigate and analyze the collaboration of communicative language teaching approach, audiolingual method, and cooperative language learning method which were applied during teaching - learning process in twelve grade of science 2 students in SMA 1 Singorojo Kendal. This research employed descriptive qualitative research design. The instruments of this study were interview and observation which took approximately fifty minutes. In order to motivate and improve students’ speaking ability, so the teacher taught them in simple way first, then followed by synthesizing both

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6

Samawiyah, Zuhrotun, and Muhammad Saifuddin. "Phonetic Symbols through Audiolingual Method to Improve the Students’ Listening Skill." DINAMIKA ILMU 16, no. 1 (2016): 35. http://dx.doi.org/10.21093/di.v16i1.155.

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7

Kakunta, Kebson, and Webster Kamanga. "Microteaching: Audio-lingual Method." Journal Educational Verkenning 1, no. 1 (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 t

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8

Farmanlu, Musa, and Seyed Jalal Abdolmanafi-Rokni. "An Investigation into EFL In-Service Teachers’ Beliefs toward Teaching Methodologies." Studies in English Language Teaching 2, no. 3 (2014): 257. http://dx.doi.org/10.22158/selt.v2n3p257.

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<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 f

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9

Yu, Xia. "Audiolingual Method and Communicative Language Teaching in China: The Case of Cultural Domestication and Resistance." International Journal of English Language and Literature Studies 4, no. 3 (2015): 139–45. http://dx.doi.org/10.18488/journal.23/2015.4.3/23.3.139.145.

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10

Prokhorova, Mayya Y., Elena I. Zimina, and Natalia N. Kondakova. "Variability of methods and techniques of foreign language teaching at early stage." Tambov University Review. Series: Humanities, no. 192 (2021): 78–86. http://dx.doi.org/10.20310/1810-0201-2021-26-192-78-86.

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We present an overview of traditional and modern methods used in teaching children a foreign language at an early age. Feasibility of earlier foreign language competence development and need for training specialists with a narrow focus in foreign language teaching in the preschool education system are justified. We describe the age and psychological characteristics of younger learners. The categories of learners are characterized depending on the type of information perception: visual learners, aural learners, verbal learners, physical learners, logical learners, social learners and solitary l

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11

Orfan, Sayeed Naqibullah, Abdul Qawi Noori, Aminuddin Hashemi, and Sayeed Asif Akramy. "Afghan EFL Instructors’ Use of Teaching Methods." International Journal of English Language Studies 3, no. 5 (2021): 31–38. http://dx.doi.org/10.32996/ijels.2021.3.5.5.

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The study investigated the Afghan EFL instructors’ use of English teaching methods. It also studied whether the instructors’ gender had any significant impact on their responses. A survey questionnaire with 35 closed-ended items was utilized to collect the data from 50 EFL instructors who were teaching English in various English language centers in Takhar. Descriptive and inferential statistics were used to analyze the data. The results of the study revealed that the Afghan EFL instructors frequently used the Grammar Translation Method and communicative language method in their English classes

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12

Hasanah, Uswatun, and Dahniar ,. "TEACHING ENGLISH PRONUNCIATION BY USING AUDIOLINGUAL METHOD: A STUDY AT SMPN 2 CAMPALAGIAN IN POLMAN REGENCY." ETERNAL (English, Teaching, Learning and Research Journal) 3, no. 1 (2017): 87–96. http://dx.doi.org/10.24252/eternal.v31.2017.a9.

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Kusnan, Kusnan. "Metode Pembelajaran Bahasa Arab (Studi Kasus di Pondok Modern Zam-Zam Muhammadiyah Cilongok Banyumas)." Jurnal Kependidikan 5, no. 1 (2017): 135–50. http://dx.doi.org/10.24090/jk.v5i1.1258.

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Arabic is the language of Muslim’s holy book, and reading it is obligatory for Muslims. In Islamic education, Arabic is the language that should be mastered as a means of understanding the original texts of the source of Islamic law. One of the important thing in learning Arabic is the method. Zam-Zam Muhammadiyyah Modern Islamic Boarding School implements a diffent model and method of learning Arabic compared to other Islamic boarding schools in the district of Cilongok. This is a qualitative research, through a case study using interview, observation and documentation techniques for collecti

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Friantary, Heny, Zelvia Liska Afriani, and Yuni Nopitasari. "The Implementation of Indonesian Language Learning for Dyslexic in Children at Elementary Schools in Bengkulu." Linguists : Journal Of Linguistics and Language Teaching 6, no. 2 (2020): 23. http://dx.doi.org/10.29300/ling.v6i2.3750.

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This research is motivated by Indonesian language learning which requires each student to master four language skills, namely listening, speaking, reading and writing. In children with dyslexia or reading difficulties, the implementation efforts made by the 7th grade teacher of the Bengkulu City Special School 05 so that the child continues to master language skills despite having difficulty reading. This study aims to describe the methods used by teachers in Indonesian language learning so that dyslexic children can master reading skills. This type of research is descriptive qualitative resea

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De Bot, Kees, and Szilvia Bátyi. "Editorial." Studies in Second Language Learning and Teaching 7, no. 1 (2017): 13–17. http://dx.doi.org/10.14746/ssllt.2017.7.1.1.

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Teachers have known for a long time that language learners differ and that a one-size-fits-all does not exist. Still in the days of structuralism, language and its users were seen as being a “thing” to be learned and taught, and since the goal of the learning was the same for all learners—proficiency in the language—the road to that goal should be uniform as well. Language was seen as a set of structures that had to be mastered, and this led to the audio-lingual method in which learners had to drill patterns and make no mistakes, since mistakes could be engrained as good as correct patterns. I

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16

Bagheri, Mehdi, Bahram Hadian, and Mehdi Vaez-Dalili. "Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners’ Speaking Skill." International Journal of Instruction 12, no. 2 (2019): 81–98. http://dx.doi.org/10.29333/iji.2019.1226a.

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17

Sarip, Mohamad. "MODEL OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) STRATEGY IN ARABIC SPEAKING SUBJECT." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 1 (2019): 53–70. http://dx.doi.org/10.15408/a.v6i1.10371.

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The aim of this study was to develop Arabic speaking skill by implementing Content Language Integrated Learning (CLIL) model at Jakarta State University. The CLIL used in the lesson emphasized the memorization of dialogues and sentence patterns as one of the main characteristics of the audiolingual method. The research employed the mixed approach using Research and Development (R & D). The procedure of research used Borg and Gall model which has the steps; preliminary step, adevelopment step, and evaluation step.The data ware taken by observation, questionnaire, interview, documentation, a

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Maziyah, Ri'ayatul, Arina Nur Jannah, Isti Mufidah, and Zakiyah Arifa. "Musyrifah Strategy in the Management of Mutawassith Class on Mufrodat Material at Shabah Al-Lughah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11, no. 1 (2019): 166–78. http://dx.doi.org/10.24042/albayan.v11i1.3519.

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Classroom management in the Shabah al-Lughah program has many variations on each subject and meeting. But there are also problem mufrodat learning in the classroom that are overcome by the teacher variation of strategies. his study aims to determine the strategy and role of supervisor (musyrifah) in the process of mufrodat learning on the mutawassith class so that it was categorized as a good classroom management. The type of this research is qualitative descriptive researchobtained from interviews, observation, and documentation relating to the strategy and role of musyrifah in measuring muta

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19

Scheffler, Paweł, and Wolfgang Butzkamm. "PATTERN PRACTICE REVISITED: FROM SYNTAX TO SENSE AND POSITIVE EMOTIONS." Neofilolog, no. 52/1 (April 25, 2019): 89–101. http://dx.doi.org/10.14746/n.2019.52.1.8.

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For many second and foreign language learners, the goal of language instruction is fluent oral performance. Such performance can be achieved if the mechanisms underlying L2 performance have been automatized. It is generally recognized that promoting automaticity in the classroom requires massive repetition and consistent practice, which, however, need to correspond to conditions of use in order for transfer into real speech to take place. It is also often acknowledged that meeting these requirements in classroom instruction is very difficult as traditional repetitive practice activities often

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20

Shakirova, Saida Tukhtajanovna. "ASPECTS OF THE ENGLISH LANGUAGE TEACHING METHODS: AUDIOLINGUAL AND AUDIOVISUAL METHODS." Theoretical & Applied Science 84, no. 04 (2020): 743–53. http://dx.doi.org/10.15863/tas.2020.04.84.130.

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Durán, Estefanía, and Katherin García. "Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses." Profile: Issues in Teachers' Professional Development 23, no. 1 (2021): 145–60. http://dx.doi.org/10.15446/profile.v23n1.85931.

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This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses;

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22

Guerra, Joaquim. "A Comprehensive Study Of Portuguese As A Foreign Language Textbook Instructions For Writing Activities—Preliminary Results." American Journal of Social Science and Education Innovations 03, no. 06 (2021): 69–78. http://dx.doi.org/10.37547/tajssei/volume03issue06-12.

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The paper aims to present the preliminary results of an ongoing study related to the teaching and learning of writing competencies, through the analysis of writing practices promoted in six Portuguese as a foreign language (PFL) textbooks for young adults. There is no systematic research about their adequacy with regard to the latest methodological guidelines or the existing curricula. Therefore, the theoretical and methodological assumptions and the organization of content and learning practices present in the textbooks are, to some extent, unknown. Although research in Didactics highlights t

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Hanna Komorowska. "OCENIANIE W NAUCZANIU JĘZYKÓW OBCYCH. FAKTY, MITY I TRUDNOŚCI." Neofilolog, no. 53/2 (December 30, 2019): 153–70. http://dx.doi.org/10.14746/n.2019.53.2.2.

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The article presents selected psychological and sociological aspects of the process of evaluating educational attainment in language education. Attention is given to stereotypical and ahistorical opinions connected with the role of assessment in grammar-translation and audiolingual methods as well as in the communicative approach. Distortions are also discussed such as introducing testing techniques of a practical value in mass education as solutions responding to authentic communicative needs of the learners or presenting formative evaluation as one of the recent educational innovations. Seve

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24

Isaeva, Tatiana, and Elena Goryunova. "University teacher’s speech and self-presentation in e-learning and distance professional communication." E3S Web of Conferences 273 (2021): 12147. http://dx.doi.org/10.1051/e3sconf/202127312147.

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The organization of professional communication in the context of e-learning is unthinkable without solving a number of issues related to the university teachers’ speech behaviour. During the COVID-19 pandemic, the problem of studying of the teacher’s vocal tract functioning, the prevention of occupational diseases of the vocal tract, as well as identifying the psychological and linguistic features of the teacher’s speech during online classes, webinars and video lectures has become more than relevant. Basing on the study of the normative and methodological regulation issues of the online-speak

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25

Kostiuk, Svitlana S. "Development of Intercultural Communicative Competence of Future Specialists in the Field of Information Technologies in the Process of Foreign Languages Learning." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (2020): 103–12. http://dx.doi.org/10.52534/msu-pp.6(2).2020.103-112.

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Intercultural communication practice proves that effective communication with the representatives of different cultures involves not only knowledge of phonetics and lexico-grammatical structure, but the culture of the learned language as well. Therefore, the purpose of the study is to investigate and describe the essence of the term “intercultural communicative competence” and show the materials that promote its development. It is proved that the introduction of competence, communicative, and intercultural-based approaches facilitate the achievement of the set purpose. It has been found that i

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26

Navarro Romero, Betsabé. "Descriptive analysis of Vaughan systems, assets and pitfalls of an audiolingual method." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, January 2013. http://dx.doi.org/10.30827/digibug.29633.

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Chunsuvimol, Boonruang, Paweenai Boonpok, and Pimchanok Charoenpanit. "Applying the Audiolingual Method to Teach Basic Spoken English to Informal Workers." SSRN Electronic Journal, 2019. http://dx.doi.org/10.2139/ssrn.3381383.

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Chunsuvimol, Boonruang, and Pimchanok Charoenpanit. "Effectiveness of the Audiolingual Method: A Further Synthesis of Research Through 2015." SSRN Electronic Journal, 2017. http://dx.doi.org/10.2139/ssrn.2962925.

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Chunsuvimol, Boonruang, Paweenai Boonpok, and Pimchanok Charoenpanit. "Effectiveness of the Audiolingual Method: A Review of Research in Thailand Through 2017." SSRN Electronic Journal, 2018. http://dx.doi.org/10.2139/ssrn.3173528.

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30

Romupal, Edgar Lester, Carla Marie Rubio, and Cathy Mae Toquero. "Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response." Elsya : Journal of English Language Studies 3, no. 3 (2021). http://dx.doi.org/10.31849/elsya.v3i3.6778.

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Phonological awareness is a critical skill that children must master during the early foundations of literacy. It is considered a highly accurate predictor of a child’s success in learning to read. However, at the expected age, there are cases in which children have not developed phonological awareness that consequently result in poor reading skills. This case study sought to determine the alphabet knowledge of two seven-year-old children and address their difficulties in phonological awareness through the alphabetic code. The researchers conducted ten sessions of phonological interventions to

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31

Untung, Slamet. "APLIKASI MEDIA AUDIO-VISUAL DALAM PEMBELAJARAN SPEAKING SKILL DENGAN PENDEKATAN AUDIOLINGUAL: Studi Kasus di MAN Batang." JURNAL PENELITIAN 8, no. 1 (2012). http://dx.doi.org/10.28918/jupe.v8i1.44.

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The research to study the application of audio and visual medium in order to learn speaking skill by audiolingual approach is a good contribution to educational world of senior high school and the Islamic one, particularly, in finding a way to improving the learning component relating directly to the medium and method of learning speaking skill. This research is to find out its significance and relevance. The main variable of this research includes the whole activities of the application of audio and visual medium in learning speaking skill by audio-lingual approach. The data were collected th

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32

Tehrani, Afsaneh Rahimi, Hossein Barati, and Manijeh Youhanaee. "The Effect of Methodology on Learning Vocabulary and Communication Skills in Iranian Young Learners: A Comparison between Audiolingual Method and Natural Approach." Theory and Practice in Language Studies 3, no. 6 (2013). http://dx.doi.org/10.4304/tpls.3.6.968-976.

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33

Muriyatmoko, Dihin, Achmad Farouq Abdullah, and Zaenury Adhiim Musyafa‟. "Durus Al-Lughah Gontory: Interactive Arabic Mobile Learning for Beginners." IJITEE (International Journal of Information Technology and Electrical Engineering) 2, no. 1 (2018). http://dx.doi.org/10.22146/ijitee.36641.

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The goal of the Android mobile application for Arabic learning is to help students who are not alumni of Muslim boarding school in everyday interaction using the Arabic language at Universitas Darussalam Gontor and to function as a medium to introduce Arabic of Pondok Modern Darussalam Gontor version to beginners. The contents come from the book of the first edition of chapter 1 to 12 written by KH. Imam Zarkasyi and KH. Imam Syubani. These books are studied by santri of KMI PMDG of class one. This application applies grammar translation and audiolingual method to learn Arabic for beginners an

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34

Rührnössl, Franz. "93. Von der Audiolingualen Methode zum Kommunikativen Ansatz. Ein fremdsprachendidaktischer Paradigmawechsel. Empirische Überprüfung der englischen Diskurskompetenz von AHS-Schiilern im dritten Lernjahr. [From the Audiolingual Method to Communicative Language Teaching. A Paradigm Shift in Foreign-Language Teaching. Empirical Investigation into the English Discourse Competence of Austrian Grammar-School Students in Their Third Year of Learning.]." English and American Studies in German 1988, no. 1 (1988). http://dx.doi.org/10.1515/east-1988-0195.

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35

Shums’kyi, Oleksandr L. "FOREIGN EXPERIENCE OF LINGUISTIC SELF-EDUCATION (SECOND HALF OF THE 20TH CENTURY)." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 21 (2021). http://dx.doi.org/10.32342/2522-4115-2021-1-21-12.

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The paper provides a retrospective analysis of foreign experience of linguistic self-education in the second half of the 20th century. It is shown that reaching the current level of students’ training for life-long linguistic self-education requires understanding of socio-historical, pedagogical and practical experience, which reveals the logic of development and formation of linguistic self-education as an educational phenomenon, as well as determinants and factors which have been influencing this development. Having studied a wide range of sources, we can state that the issues concerning sel

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36

"Language learning." Language Teaching 40, no. 2 (2007): 141–57. http://dx.doi.org/10.1017/s0261444807224280.

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07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Den

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