Թեմա - The Audio-Lingual Method of Teaching English as a Foreign Language
Տեսակ - Կուրսային, անհատական և ստուգողական աշխատանքներ
Գին - 6000 դրամ
Առարկա - Անգլերեն լեզվով
Էջեր - 20
Chapter 1
Foreign Language Teaching Methods
Chapter 2
The Audio-Lingual Method
2.1. General Characteristics of the Audio-Lingual Method
2.2. Examples of Lessons Using ALM
Conclusion
2. Brown, H.D. Teaching by Principles. An Interactive Approach to Language Pedagogy. Englewood Cliffs: Prentice Hall Regents,1994
3. Curran, Charles A. Counseling-Learning in Second Languages. Apple River, Illinois: Apple River Press, 1976
4. Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press
5. Karapetyan L., Markaryan A. Methods of Teaching English as a Foreign Language, Yerevan, 2015
6. Krashen, S.D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
7. Littlewood, W. (1982). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology links theory and practice. Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, and approaches are language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.
The pedagogical tendencies which have characterized second and foreign language teaching have been profuse and varied. “The conceptualization of language teaching has a long, fascinating, but rather tortuous history” (Stern, 1983:453), which Brown portrays as the “changing winds and shifting sands of language teaching”. (Brown, 1994:52). This history has been formulated mainly in terms of diverse teaching methods, each of which has attempted to find more effective and efficient ways of teaching languages and each of which has been based on different views of what languages are and of how they are best taught. And the aim of this chapter is precisely to review such a methodological history of language teaching.
For many years the goal of language teaching pedagogy was “to find the right method” which would work for all methods at all times.At different periods, depending on the aims of teaching and learning a foreign language, new methods came into being, based on different interpretations of the nature of language and language learning, as well as the ways in which it is learnt.