Factors and Influences Led to the Demise of the Audiolingual Method
Several factors and influences led to the demise of the Audiolingual
Method and caused a shift in language teaching methodology. This
brought forth communicative language approaches and a range of alternative
methods.
1. The Audiolingual Method did not live up to its promise creating
speakers who were able to communicate in the target language.
2. Theories of learning moved away from behaviorist views of learning.
The most influential work was the one by Chomsky, which was published
in his book Syntactic Structures (1957). He argued that language
learning involves creative processes and perceived language as
rule-governed creativity. As Willis (2004) describes it, “He believed
that a basic rule system that underpins all languages is innate and
that, given exposure to a specific language, children will naturally
create the specific rules of that language for themselves. Learning is
thus seen as a process of discovery determined by internal processes
rather than external influences” .
3. Works by scholars and sociolinguists such as J. Firth, M. Halliday,
D. Hymes, and J. Austin led to a change in the way language was
viewed. As emphasized by many practitioners, the primary purpose
of language is to communicate.
4. The development of a functional-notional syllabus in the 1970s in
Europe by Van Ek (1973) and Wilkins (1976) initiated a new way of
how teaching materials were organized. Traditionally, syllabi had
been organized around grammatical structures and vocabulary units.
The functional-notional syllabus attempted to show what learners
need to do with language and what meanings they need to communicate,
and organized the syllabus around functions and notions.
Functions are communicative speech acts such as “asking,”
“requesting,” “denying,” “arguing,” “describing,” or “requesting.”
Notional categories include concepts such as “time” or “location.”
Notions and functions are different from topics and situations as
they express more precise categories. For example, a topic may be
“family,” the situation “coming for a visit and having dinner.” The
function and the notion that is addressed in this unit may involve
“inviting” and “time past” (e.g., past tenses, expressions like “last
week,” “a few days ago”). The functional-notional syllabus laid the
groundwork that ultimately led textbook writers to organize their
materials in terms of communicative situations, and some also in
very concrete communicative tasks.
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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