About the Audio-Lingual Method, its the typical features are: A) teacher-centred, oral pattern-drills of key structures from dialogues, and reading and written work based on earlier oral work, sometimes given as homework. B) vocabulary taught through wordlists, translation, reading of literary passages even at low levels, and elaborate presentation of grammar rules. C) bright, cheerful classrooms with comfortable chairs, soothing background music positive suggestion and negative desuggestion by teacher. D) reading of dialogues by teacher, rhythm and intonation matched to music, reading of dialogues by learners just before sleeping and on rising (homework). E) functional language exercises, real-life interactive activities including information gap, role-play plenty of actual listening, speaking, reading and writing games.

A) teacher-centred, oral pattern-drills of key structures from dialogues, and reading and written work based on earlier oral work, sometimes given as homework.

About the Audio-Lingual Method, its the typical features are:

1Q1023284 | Inglês, Interpretação de Texto Reading Comprehension, Professor Inglês, Prefeitura de Valença do Piauí PI, IVIN, 2023

Texto associado.

The Audio-Lingual Method, like the Direct Method is also an oral-based approach. However, it is very different in that rather than emphasizing vocabulary acquisition through exposure to its use in situations, the Audio-Lingual Method drills students in the use of grammatical sentence patterns. It also, unlike the Direct Method, has a strong theoretical base in linguistics and psychology. Charles Fries (1945) of the University of Michigan led the way in applying principles from structural linguistics in developing the method. and for this reason, it has sometimes been referred to as the 'Michigan Method'. Later in its development, principles from behavior al psychology (Skinner 1957) were incorporated. It was thought that the way to acquire the sentence parterns of the target language was through conditioning- helping learners to respond correctly to stimuli through shaping and reinforcement. Learners could over come the habits of their native language and form the new habits required to be target language speakers.

LARSEN-FREEMAN, Diane. Techniques and Principles in Language Teaching. 3rd ed. Oxford ; New York: Oxford University Press, 2011.

About the Audio-Lingual Method, its the typical features are:

✂️ a) teacher-centred, oral pattern-drills of key structures from dialogues, and reading and written work based on earlier oral work, sometimes given as homework.
✂️ b) vocabulary taught through wordlists, translation, reading of literary passages even at low levels, and elaborate presentation of grammar rules.
✂️ c) bright, cheerful classrooms with comfortable chairs, soothing background music positive suggestion and negative desuggestion by teacher.
✂️ d) reading of dialogues by teacher, rhythm and intonation matched to music, reading of dialogues by learners just before sleeping and on rising (homework).
✂️ e) functional language exercises, real-life interactive activities including information gap, role-play plenty of actual listening, speaking, reading and writing games.