Language Teaching: A Scientific Approach

Lado, Robert

doi:10.2307/3585817

Cited by 38 publications

(49 citation statements)

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“…It cannot be denied that the era of Audio-Lingual supremacy in foreign language instruction was relatively short-lived and Lado's (1957Lado's ( , 1964 work is of little current influence. ALM fell from favour in FLT in the 1970s following eventual reaction against Lado's implementation of his theory in the ALM, although it is too early to conclude that this teaching method has died out in the Western language classrooms.…”

Section: A a Historical Review Of Audiolingualismmentioning

confidence: 99%

“…poetry, reading selections or conversational material; isolated sentences or connected dialogue) and how much has to be memorized (cf. Lado, 1964).…”

Section: Theory and Practice In Language Studies 495mentioning

confidence: 99%

“…In other words, heavy use of memorisation is not non-existent in pedagogies of Western origin. A pertinent example is Audiolingual Method (ALM) (Lado, 1948(Lado, , 1964 which flourished in the mid20th century in the West.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

“…During World War II, in order to provide American soldiers with at least basic verbal communication skills in foreign languages, the method was created in the Army Specialised Training Program in which soldier students had to memorize useful dialogues as perfectly as possible, from the materials prepared by linguists. Linguists insisted on the imitation and memorization of basic conversational sentences as spoken by native speakers and the students were drilled until they could rattle off the dialogues with ease (Lado, 1964).…”

Section: A a Historical Review Of Audiolingualismmentioning

confidence: 99%

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From Dual-nature View of Language to Audiolingualism: A Reappraisal of Memory Aspect of Language

Xia

2015

TPLS

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Abstract-The purpose of the paper is to re-evaluate the memory aspect of language from the perspective of dual-nature view of language and Audiolingualism, a teaching approach once popular in the western world. I will begin by reviewing the conceptual evidence of dual-nature view of language that has accumulated in this area. After that, I expound the relationship between mimicry-memorisation and Audiolingualism through examining Audiolingualism from a historical perspective and discussing how memorisation is reflected in Audiolingualism. Finally, I conclude that more research are called to investigate as to how the memory aspect of language can be reflected and pragmatically applied in language teaching program.Index Terms-dual-nature view of language, audiolingualism, mimicry-memorisation

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Section: A a Historical Review Of Audiolingualismmentioning

confidence: 99%

“…poetry, reading selections or conversational material; isolated sentences or connected dialogue) and how much has to be memorized (cf. Lado, 1964).…”

Section: Theory and Practice In Language Studies 495mentioning

confidence: 99%

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

Section: A a Historical Review Of Audiolingualismmentioning

confidence: 99%

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From Dual-nature View of Language to Audiolingualism: A Reappraisal of Memory Aspect of Language

Xia

2015

TPLS

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“…According to Lado (1964) The components of a language laboratory usually include earphones, microphones, preamplifiers, tape recorders, booths, central console, monitoring system, control switches, tape duplication facilities, recording studio, tape library and supply, and sound conditioning.…”

Section: Language Laboratorymentioning

confidence: 99%

Problems in Using Language Laboratory in English Listening Instruction

Akhdiyati

2018

IEFLJ

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This study is aimed at describing problems faced by both teachers and students in learning listening using language laboratory in SMA Sandikta, Bekasi and providing solutions to overcome those problems. The participants of the study are the eleventh-grade students of SMA Sandikta. The results of the analysis showed that there are some problems faced by the teacher and the students. The problems faced by the teacher include (1) the problems related to the teacher's proficiency like being unable to identify the error of machine, (2) insufficient collection of master tapes which makes problem for the teacher to accommodate the material, (3) too long material make the students bored, the teacher has difficulties to select of material, and (4) the attitude of the teacher and students toward language lab. On the other hand, the problems faced by the students are (1) students' lack of vocabulary, (2) physical aspects of students like boredom, and (3) the teacher did not give the tapescript, the students just memorize the dialog. For that reason, it was suggested to all parties to improve the knowledge in optimalizing the language laboratory.

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TESOLas a Professional Community: A Half‐Century of Pedagogy, Research, and Theory

Canagarajah

2015

TESOL Quarterly

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This article reviews the developments in significant pedagogical and research domains in TESOL during the 50‐year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, authorship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field's coherence, the article argues that this diversity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.

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Language Teaching: A Scientific Approach

Cited by 38 publications

References 0 publications

From Dual-nature View of Language to Audiolingualism: A Reappraisal of Memory Aspect of Language

From Dual-nature View of Language to Audiolingualism: A Reappraisal of Memory Aspect of Language

Problems in Using Language Laboratory in English Listening Instruction

TESOLas a Professional Community: A Half‐Century of Pedagogy, Research, and Theory

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