1939 – Emergence of English as a Foreign Language

1942 – world war II – Army Specialized Training Program (ASTP)

Audio-lingual method – combination of structural linguistic theory, contrastive analysis, aural-oral procedures and behaviourist psychology

Professor Nelson Brooks – art of teaching into a science

Language is speech, not writingLanguage is speech, not writing

A language is what its native speakers A language is what its native speakers speak, not what someone thinks they ought speak, not what someone thinks they ought to speak.to speak.

Languages are different; they have Languages are different; they have similarities and differences which can similarities and differences which can systematically studiedsystematically studied

Language is behaviour and behaviour is matter of habit. Language learning is a mechanical skill and no intellectual process in involved in it; since language learning is mechanical linguistic behaviour is conditioned. So, in the teaching of a language, the teacher should follow the stimulus-response-reinforcement pattern.

Language teaching begins with the spoken language; the material is taught orally before it is presented in the written form.

The target language is the only language of the class room; the mother tongue is not used

New language items are introduced and practiced situationally, through contextualized dialogues.

Vocabulary selection Items of grammar are called as structures

and graded following the principle that simple forms are taught before complex ones. Grammar is induced from examples given and no explicit grammar rules are to be provided

Reading and writing are introduced once a sufficient lexical and grammatical basis is established.

Dialogues-key structures in context and cultural aspects of TL

Drills – pattern practice - Brooks

1.Repetition – without looking at the printed text

Example: I used to know him – I used to know him

2. Inflection – one word in an utterance appears in another form when repeated

Example: He bought the ticket – I bought the tickets

Replacement – one word in an utterance is replaced by anotherExample: He bought this house cheap – He

bought it cheapRestatement – the student rephrases an

utterance and addresses it to someone elseExample: Tell him to wait for you – Wait for me

Completion – Example: I’ll go my way and you go…Transposition – change in word orderExample: I’m hungry – So am IExpansion – Example: I know him (well) – I know him well

Contraction – a single word for a clause or phrase

Example: Put your hand on the table – Put your hand there

Transformation – a sentence into negative, interrogative, voice, tense, etc

Example: He knows my address – He does not know my address, Does he know my address?, etc.

Integration – Example: I know that man. He is looking for

you. – I know the man who is looking for you.

Rejoinder – appropriate responsesExample: Thank you. – You’re welcome

Restoration – Example: students/waiting/bus

Organisms responding to the stimulus

A reactive role Similar to SLT – active

and passive

Similar to SLT Teacher dominated method Teacher is expected to work hard and to be

more creative

Assist teacher Texts of dialogues and

cues for drills and exercises

Tape recorders, audiovisual equipments, etc.

Language laboratory

Oral instructions, Use of TL, Maximum ten students

1. Students hear a model dialogue, repeat and memorize

2. Dialogue is adapted to students’ interest and situation

3. Certain key structures are chosen and used for drills

4. Reading text books and enriching other skills

5. Follow-up at laboratory