Ele surgiu a partir das idéias geradas pela psicologia behaviorista. Os alunos devem aprendê-la automaticamente sem parar para pensar, formando novos hábitos na língua alvo e superando os antigos hábitos de sua língua nativa.
O conteúdo é sempre bastante estrutural, sendo apresentado em diálogos iniciais. Esses diálogos são aprendidos com memorização, imitação e repetição. A partir deles, são conduzidos exercícios para fixação dos conteúdos e vocabulário. As repostas certas dos alunos são reforçadas positivamente com prêmios ou elogios. Gramática explícita.
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About the role of the
teacher (Audio-Lingual Method):
The teacher is like an orchestra leader, directing and
controlling the language behavior of her students. She is also responsible for
providing her students with a good model for imitation. Students are imitators
of the teacher’s model or the tapes she supplies of model speaker. They follow
the teacher’s directions and respond as accurately and as rapidly
(Larsen-Freeman 2010, p. 45)
What is the nature of
student-teacher interaction?
There is student-to-student interaction in chain
drills or when students take different roles in dialogs, but this interaction
is teacher-directed. Most of the interaction is between teacher and students
and is initiated by the teacher. (Larsen-Freeman 2010, p. 46)
How does the teacher respond
to student errors?
Student errors are to be avoided if at all possible
through the teacher’s awareness of where the students will have difficulty and restriction
of what they are taught to say. (Larsen-Freeman 2010, p. 47)
Larsen-Freeman, D. (2010). Techniques and principles in language
teaching. Oxford: Oxford University Press.
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