Harrifah Mardatillah (186110100111008)
What killed Audiolingualism?
Audiolingualism, is language teaching approaches with repetition and drilling as a central technique based on Bambang Setiyadi, 2006, and the imitation is quite significant during learning process. According to phdessay.com this approach based on contrastive analysis about behaviorism and structuralism. And was created as a reaction of the reading aim, which Americans felt displeased with that, because they trust that speaking is more important than reading, and the final goal of it is verbal aptitude.
Audiolingualism was introduce in USA in 1940, which is focus on becoming people expert in foreign language verbally in a short period, they consider reading and writing come after listening and speaking skills. However, this method was successful as it is, lots of criticism came, nowadays audiolingualism become unproductive, with several reason why audiolingualism no longer used today, based on phdessay.com and mei, y (2018).
Firstly, Noam Chomsky criticized this method-which is based on behaviorism-that every people has innate capacity known by universal grammar, within they can shape their own grammar. And another criticism for this method, especially for those who has sluggish capability, in this way, learners need greater academic skills than they who need oral skills.
Secondly, the application of drills need the repetition of oral structural patterns CITATION Jes17 l 1057 (Jessenia A. Matamoros-Gonzalez, 2017). As a result of that, the drill method that used so often causes student feel bored because of the monotonousness, for avoid this problem Harmer (1991) suggest not to use it too frequently and too long.
Thirdly, the basic theory of audiolingualism disregard the human’s mental and focus on instinctively practice commonly without specific context, which is unsafe to development learner’s creativity and communication ability.
Fourth, audiolingualism’s situational language teaching is a teacher has a big function in the class to control the language teaching process and dominated the method. They initiate students to imitate what they said passively without concerning their own ideas. And the teacher must be a good typical for imitation, students just listen to the teacher carefully and imitate truthfully throughout language teaching in the class.
As a final point, audiolingualism was produced when USA entered the World War II and send its army to take up positions in other countries, USA government in need of master of languages. To preparing people proficient in communication using foreign language like a native speaker with acceptable pronunciation-which is this the final goal of this method. On the contrary during a time many criticism came attack this method, which was found shortcomings of audiolingualism. One of them is the drilling method make the student bored because of the monotonousness, and the power of teacher in the class retard development of student’s creativity because they learning language unresponsively, also, nowadays the shortcomings above make audiolingualism ineffective in language teaching.
BIBLIOGRAPHY Jessenia A. Matamoros-Gonzalez, m. a.-q. (2017). english language teaching approaches: a comparison of the grammar-translation, audiolingual, communicative, and natural approaches. theory and practice in language studies, 965-973.
mei, y. (2018). comment on the audiolingual method. international journal of arts and commerce, 47-53.
setiyadi, b. (2006). teaching english as a foreign language. yogyakarta: graha ilmu.
writer, h. (2018, september 17). Retrieved from phdessay.com