Isayev N.G., Aydogdyyeva B.R.
AUDIO-LINGUAL RESOURCES IN TEACHING FOREIGN LANGUAGES *
Аннотация:
the audio-lingual method is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback.
Ключевые слова:
audio lingual resources, foreign languages, students, teachers, methods, theories, pronunciation
The audio-lingual method (ALM) has been a cornerstone of foreign language teaching for decades. This paper explores the theoretical underpinnings of ALM and its emphasis on audio-lingual resources for developing fluency and pronunciation. We will examine the effectiveness of audio-lingual resources, their strengths and weaknesses, and their role in a contemporary foreign language learning environment.Theoretical Foundations:The ALM emerged in the mid-20th century, drawing on behaviorist principles. It posits that language learning is akin to habit formation, achieved through repetition and positive reinforcement. ALM emphasizes oral practice and mimicking native speakers using audio recordings and dialogues. Audio-Lingual Resources and Techniques:Dialogue Drills: Repetitive practice of pre-recorded dialogues with variations in intonation, speed, and sentence structure.Minimal Pair Drills: Discriminating between sounds by practicing words that differ only by one phoneme (e.g., ship/sheep).Pattern Drills: Substituting elements within a grammatical pattern to internalize sentence structures (e.g., I like apples. I like bananas.)Shadowing: Repeating utterances immediately after a native speaker, focusing on pronunciation and fluency.Effectiveness of Audio-Lingual Resources: ALM has been credited with:Enhanced Pronunciation: Drills can improve phonemic awareness and accuracy of spoken language.Improved Listening Comprehension: Repeated exposure to native speech aids in understanding spoken language.Development of Automaticity: Drills can help internalize basic grammar patterns for more automatic production.However, limitations exist: Overemphasis on Drills: Excessive drilling can be monotonous and hinder creative language use. Limited Focus on Meaning: ALM can prioritize form over function, neglecting the communicative aspects of language.Neglect of Reading and Writing: The method primarily targets speaking and listening, neglecting other essential language skills.The Role of Audio-Lingual Resources Today: While not a standalone method, ALM resources can be valuable tools when used strategically:Supplementing Communicative Approaches: Drills can complement communicative activities to solidify newly learned structures.Self-Paced Practice: Audio resources offer learners the flexibility to practice pronunciation and intonation independently.Targeted Skill Development: Drills can address specific pronunciation challenges or grammatical difficulties.Conclusion:Audio-lingual resources remain a valuable asset in the foreign language learning toolkit. However, their effectiveness hinges on integrating them with a broader approach that prioritizes meaning, communication, and exposure to authentic language. By effectively utilizing audio-lingual resources alongside other approaches, foreign language educators can create a richer and more successful learning experience for their students.
Номер журнала Вестник науки №3 (72) том 3
Ссылка для цитирования:
Isayev N.G., Aydogdyyeva B.R. AUDIO-LINGUAL RESOURCES IN TEACHING FOREIGN LANGUAGES // Вестник науки №3 (72) том 3. С. 229 - 231. 2024 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/13370 (дата обращения: 17.05.2024 г.)
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