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Members: Katherine Arellano, Andrés Muñoz, Loreto Riffo, Josefa Toledo

Welcome to the The Audio-lingual Method and Task Based Language Wikia Edit

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The Audio-lingual Method Edit

  • The method is based on oral activity, pronunciation, pattern drills and conversation practice, with virtually none of the grammar and translation found in traditional classes.
  • The method had its origins during World War II when it became known as the Army Specialized Training Program (ASTP) or “Army Method”.

Main characteristics of the ALM: Edit

  • New material is presented in dialogue form.
  • There is dependence on mimicry, memorization of set phrases and overlearning.
  • There is little or no grammar explanation. Grammar is taught by inductive analogy rather than by deductive explanation.
  • Vocabulary is strictly limited and learned in context.
  • There is much use of tapes, language labs, and visual aids.
  • Great importance is attached to pronunciation.
  • Very little use of the mother tongue by teachers is permitted.
  • Successful responses are immediately reinforced.
  • There is a great effort to get students to produce error-free utterances.
  • There is a tendency to manipulate language and disregard content.
  • Demands more memorization of structure-based dialogues.
The Audio Lingual Method

The Audio Lingual Method

Task Based Language Teaching Method Edit

To describe TBLT is necessary to define the concept of task, according to Peter Skehan this concept is defined as an activity in which meaning is primary; there is some communication problem to solve; there is some sort of relationship to comparable real-world activities; task completion has some priority, and the assessment of the task is in terms of outcome. In simply words, “a task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective” (Bygate,Skehan & Swain, 2001, p.11).

This method provides students the development of their communicative skills in a very dynamic way. Learners have access to tasks that are specifically organized according to their interests and context. This help students to feel more comfortable in real life situations and allow them to attain effective communication. Nevertheless, this method may not be used successfully in  Elementary schools. Beginner learners can practice their skills using less complex tasks. As an opportunity to encourage them into language acquisition, teachers must select accurate tasks to work with learner’s different levels, making the notional situation a good experience to reflect what is learnt in the real life

  • Pre-task
  • Task cycle
  • Language focus
Task Based Language Teaching

Task Based Language Teaching

Characteristic of Task-Based Language Teaching: Edit

  • Tasks ultimately point learners beyond the forms of Language alone to real-world contexts.
  • Tasks specifically contribute to communicative goals.
  • Their elements are carefully designed and not simply haphazardly or idiosyncratically thrown together.
  • Their objectives are well specified so that you can at some later point accurately determine the success of one task over another.
  • Tasks engage learners, at some level, in genuine problem-solving activity.
  • Students are encouraged to use language creatively and spontaneously through tasks and problem solving
  • Students focus on a relationship that is comparable to real world activities.

Learning material for children Edit

"English Activities" is a multi-language platform that give us sixteen different categories and topics. Edit

Most of them are visual-audio material very useful to children.

English Activities

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"Duolingo" is one of the most popular free app to learn a language. Edit

This application allow students to work by themselves developing different areas such as vocabulary, grammar and pronunciation.

Duolingo

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ReferencesEdit

  • Nunan, D. (2004) Task-based Language Teaching. Cambridge University Press, 2004.
  • Bygate,Skehan & Swain (2001) Researching Pedagogic Tasks, Second Language Learning Teaching and Testing, 2001.
  • Brown, D.H. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). White Plains, NY: Pearson.
  • Peregoy, S., & Boyle, O. (2008). Reading, writing, and learning in ESL: A resource book for teaching K-12 English Learners (3rd ed.). Boston; Pearson.
  • Task-Based Learning Teaching:

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/taskbasedlanguageteaching.html

  • Task-Based Learning:

http://www.languages.dk/archive/pools-m/manuals/final/taskuk.pdf

  • Audio-Lingual Method explanation :

http://www.storyjumper.com/book/index/12619512/Audio-lingual-Teaching-Method#page/18

  • Using the method with children :

http://unt.unice.fr/uoh/learn_teach_FL/docs/3audiolingualBEH.pdf

  • Video of the Activity:  Sports Song - Educational Children Song - Learning English Sports for Kids.

https://www.youtube.com/watch?v=tgUSHk6JaTY