CHARACTERISTIC OF AUDIO LINGUAL METHOD
Sárosdy
and Bencze (2006: 13) Activities characteristic of the method:
1. dialogue memorization
2. expansion-drill (This drill is used when a long dialogue is giving students trouble. The teacher brakes down the line into several parts. Following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line. The teacher begins with the part at the end of the sentence and works backward from there to keep the intonation of the line as natural as possible. This directs more student attention to the end of the sentence, where new information typically occurs.)
3. Repetition drill
4. Chain drill (The teacher begins the chain of conversation by greeting a student or asking him a question. That student responds, then turns to the student sitting next to him and the chain will be continued. The chain drill allows some controlled communication, even though it is limited.)
5. Single-slot substitution drill (The teacher says a line, usually from the dialogue. Next, the teacher says a word or a phrase- called a cue. The students repeat the line the teacher has given them substituting the cue into the line in its proper place. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.)
6. Multiple-slot substitution drill (The teacher gives cue phrases, one at a time that fit into different slots in the dialogue line. The students have to recognize what part of speech each cue is where it fits into the sentence and make other changes such as subject-verb agreement.)
7. Transformation drill (Students are asked fro example to transform an affirmative sentence into a negative one.)
8. Question and answer drill
9. Use of minimal pairs (The teacher works with pairs of words which differ in only one sound eg. ship – sheep.)
10. Gap-filling
11. Grammar game.
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