Journal articles on the topic 'The Audiolingual method'

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 test at the beginning of the research program. T- test analyses revealed no significant differences between the two groups in any of the three tests. One group (exp 1) received its vocabulary lessons in the Audiolingual method and the other group (exp 2) did this in TPR. The students covered six units of the book “Headway, Elementary” in 15 sessions. After the treatment, they took the same vocabulary and recall tests they had taken at the outset of the study. T-tests on the data gathered from the two groups on pre-tests and post-tests of vocabulary and recall revealed significant differences between the two groups after the treatment. These analyses showed that the subjects who received their vocabulary lessons in TPR out-performed those who received their vocabulary lessons in the Audiolingual method, both in vocabulary learning and vocabulary recall.

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 kualitas hasil terlihat dari peningkatan nilai hasil belajar yang menunjukkan kemampuan berbicara siswa pada Siklus I sebesar 80,96 dan Siklus II sebesar 83,59. Adapun persentase keterlibatan siswa dalam belajar pada Siklus 1 sebesar 86,8% dan pada Siklus 2 sebesar 92,1%.Kata-kata kunci: Metode audiolingual, pembelajaran bahasa Arab, kemampuan berbicaraAbstractThis study aims to determine the effect of the use of methods audiolingual in Arabic learning to increase their speaking ability. The method used is a Class Action Research conducted in two cycles with a Class XI Science 2 SMAN 1 Cicurug Sukabumi 2014. The results showed that the use of methods audiolingual in Arabic learning can improve the quality of student learning processes and outcomes. The quality of the process can be seen from the increase in student engagement in learning, while the quality of the results, the increase in the value of learning outcomes that demonstrate the ability to speak the students in the first cycle was 80.96 and 83.59 for Cycle II. The percentage of student engagement in learning in Cycle 1 at 86.8% and in Cycle 2 of 92.1%.Keywords: Audio lingual methods, learning Arabic, speaking ability

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.

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 of essentials methods and techniques. The result showed that teacher designed the classroom activity by implementing curriculum 2013 in which emphasized on communicative language teaching (CLT) approach. The researchers found that the teacher organized some methods in delivering material. He also provided fun and interesting games to encourage students’ motivation in learning English.The researchers infer that there are collaboration between CLT approach, audiolingual method, and CLL method as an alternative strategy in learning English.

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.

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

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 learners. The factors motivating them to learn are substantiated, including a foreign language acquisition. The authors describe the methods and techniques that are commonly used in teaching English, such as Total Physical Response, the Natural Approach, Audiolingual Method, Communicative Method, CLIL (Content and Language Integrated Learning).

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. Moreover, the EFL instructors sometimes used the Audiolingual Method, the Direct Method, the Total Physical Response and the Silent Way. The Silent Way was the least frequently used method in Afghan EFL classrooms. The results also showed that there were not any statistically significant differences between female and male instructors’ response. The study suggests an eclectic use of methods in English classes in order to make English learning more meaningful to students.

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 collecting data and interactive analysis for analying data. The findings of this research are three models of Arabic learning in Pondok Pesantren. The first model is khiwar or muhadatsah, the second is mufrodat walls intended to make students familiar with Arabic vocabulary, and the third is Lughoh. The method and model of Arabic learning in the institution as described above is a combined method. There are at least three methods used, i.e. Communicative Problem-Based Learning Method, Audiolingual Method, and Grammar-Translation Method.

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 research. Data collection techniques used were observation, interviews, and documentation. Meanwhile, the data analysis techniques used were data reduction, data presentation, and finally verification. The results of the study concluded that the implementation of learning in dyslexic children was preparation, implementation, and evaluation. The Indonesian language learning method used by the 7th grade teacher of SLB N 05 Bengkulu City in dyslexic children is the lecture method, the audiolingual method, the skimming method, and the picture and picture cooperative method.

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. It was argued that the audiolingual method allowed for individual variation, since learners could choose their own goals and repeat parts of the curriculum on their own.

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, and test. The research finding shows that the development of CLIL learning strategy for Arabic speaking with the material using Qur’an, Hadits, Fiqih and Tsaqofah Islamiah was an effective model for improving learning to speak Arabic. CLIL have four components that are content, cognition, communication, and culture. These are integrated with the variation of learning media.

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 mutawassith class on the mufrodatmaterial; thenit analyzed. The data sources in this study are the musyrifah who teach in the mutawassith class. The results of this study are; first, variations strategy of musyrifah on the management of the mutawassith class when the mufrodat learning isusingthe audiolingual, the grammatical, the direct, the question, and answer method and the discussion. Second, the role of musyrifah in the classroom is more often teacher-centered, that ismusyrifah acts as an instructor, musyrifah arranges to seat, delivers material, minimizes the transition time, gives a clue when mahasantrimention mufrodat meaning.Musyrifah dominates speech while Learner-centered roles are rarely used. So the existence of this research can provide a solution for instructors of Arabic language to develop their strategies, so that the desired goals of mufrodat material can be achieved.

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 take time away from communicative language use and fail to induce positive emotions in learners. In this article, we take a fresh look at the theory behind, and the implementation of, pattern practice. We begin by arguing that it is construction grammar that provides a theoretical oundation for pattern practice. We also demonstrate that monolingual drills in the audiolingual method marginalized meaning and were often mechanical. We then present bilingual drills as an alternative exercise type which facilitates pattern recognition, oral repetition and focus on meaning. We show that referring to the native language makes it possible to localize and individualize the examples used and to induce positive emotions in the process. Finally, we discuss communicative drills and use transcripts of classroom interaction to demonstrate that repetitive practice, communication and positive emotions can all be combined.

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; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.

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 their role in the planning of educational action by teachers and their influence on teaching and learning practice in the classroom. Preliminary results show that there are relatively few writing activities in the textbooks, and that they are mostly guided by behaviorist choices (audiolingual and audiovisual methods).

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. Several myths which unify the academic community and facilitate interaction are examined and distinguished from complex issues and difficulties such as assessing intercultural competence or objectivizing the evaluation of interactive skills. The text suggests that misrepresentation of the past serves to create an image of continuous progress in SLA/FLT as well as to paint a more optimistic picture of the present educational context with assessment as its integral element.

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-speaker’s speech in distance communication, the peculiarities of speech technique and oratory competency in conditions of distance learning, an interdisciplinary study was carried out, which made it possible to determine the factors that increase the effectiveness of e-learning, activate the students’ attention and form a positive visual and audiolingual teacher’s image. The use of empirical research methods made it possible to determine a number of features of the teacher’s professional communication in the context of e-learning. The article offers recommendations for teachers and university authorities to improve professional qualifications in the field of the issues studied.

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 intercultural communicative competence constitutes a complex formation with a lot of components that allow people to choose necessary language and speech means according to the sociocultural context, choose the strategies and tactics of communication to achieve set tasks and mutual understanding with the representatives of other cultures. It is found out that specific principles (dominance of problematic cultural tasks, cultural variability, and cultural opposition) form unbiased attitude towards the multicultural world, teach to perceive and analyse cultural difference, understand the interconnection of language and culture and thus improve the language level. The effectiveness of such methods as conscious-comparative, audiolingual, and role-play has been confirmed. Their introduction promotes meaningful learning and makes the process of intercultural communicative competence development easier. Considering the fact that the basis of intercultural communication is language, culture, and personality, the following components of intercultural communicative competence are identified: value-based, cognitive, effective, culturological. Exercises for intercultural communicative competence development of future specialists in the field of information technologies have been proposed. It is proved that the introduction of mentioned approaches, methods, and tasks has improved the maturity level of intercultural communicative competence. The practical value of the paper is in the fact that obtained results can be used in the process of foreign language teaching in any specialty

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 children with identified language learning difficulties in reading. The data analysis and collection process included curriculum document reviews, diagnostic assessments, phonological interventions, and evaluation. Diagnostic results indicated that the children have difficulties in letter recognition of Consonant-Vowel-Consonant (CVC) patterns, blending, and segmentation of phonemes. However, anchoring on the principles of learning-by-doing delivered through oral-situational as a core language approach, the interventions in this case study were found effective for phonics instruction. The audio-lingual method and the total physical response in learning phonics, or letter sounds, activated children’s basic phonological skills. Repetition, drilling, memorisation and performing language or vocabulary concepts using physical movement to react to verbal input can lessen the phonological difficulties of children. In light of the current global situation, no previous studies have applied a case study utilizing both audiolingualism and total physical response to address the phonological issues of non-readers. Hence, this study offers scientific and pedagogical implications.

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 through observation, interview, questionnaire and documentation. This research took place in state Islamic senior high school of Batang in Central Java. The result shows that the application helps the students to speak English correctly and accurately and stresses the message of the speaking skill learning.

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 and is developed using ADDIE (analysis, design, development, implementation, and evaluation) approach model. The test was done in six ways: its compatibility with any android device at least 4.5 inchi with the type of android mimimum version of 4.0.4 (Ice Cream Sandwich), an expert material of Arabic language learning give rate score 95%, an expert of media learning give rate score 88.9%, 7 of 11 lecturers of Arabic language give an average score of 81.4%, 6 of 30 students from non-alumni muslim boarding school at this campus give 91.6% and 373 general users via playstore from February 1, 2017, to November 18, 2017, rated 4.9. The result of the overall evaluation of all the tests on this apps shows that this application is relevant to beginner users because of its ease. However, it cannot replace the role of teacher, class, and situation of real Muslim boarding school.

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 self-education have always been topical problems of scientific knowledge. However, for many centuries in the world pedagogical theory and practice linguistic self-education as such was not regarded as a separate pedagogical phenomenon, but instead, it was only the applied and general educational value of learning foreign languages which was taken into consideration. We have defined that the essence and forms of linguistic self-education depending on historical, economic, political and social factors changed in different years and determined both by the logic of educational development in general and the needs of the society as whole as well as certain individuals to master foreign languages. The period from the middle of the 20th to the beginning of the 21st century became a revolutionary stage in the development of the theory and practice of foreign language self-education. We found that the impetus for the intensive development of a methodology for adults’ self-instruction in foreign languages was the historic events of World War II. The method of “on-the-spot linguistic analysis” was introduced. This method became the basis for special research on autonomous learning of foreign languages by adults, and later – for linguistic self-education. In the 50-60s of the 20th century, foreign language and sociocultural training was first recognized at the international legislative level. Audiolingual and audiovisual methods became widespread back then. In the 70s and 80s of the 20th century, theoretical developments and practical experience in the field of independent study of foreign languages, as well as singling out the concept of “autonomous learning” as a separate pedagogical category became a driving force for the formation and development of linguistic self-education. Since the 80s of the 20th century, along with the theoretical developments, the practice of foreign language self-education has been actively developing and improving. In the present-day system of higher education in Western countries, self-educational activities in learning foreign languages are equated to traditional organizational forms of educational activities. At the beginning of the 21st century, the innovative methods of self-instruction of foreign languages are gradually being introduced into the educational process at a number of European universities. Thus, having implemented the retrospective analysis of foreign experience in foreign language selfeducation we can conclude that in the second half of the 20th century important prerequisites were created for distinguishing the concept of linguistic self-education into a separate category of language didactics and a specific type of educational activities.

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