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Compare and contrast the Immediate Method and the Audio-Lingual Approach. (1) The two are oral-based approaches. (2) The Direct Technique emphasizes language acquisition through exposure to the use in conditions; the Audio-Lingual Method exercises students in the use of grammatical sentence patterns. (3) Unlike the Immediate Method, the Audio-Lingual Technique has a good theoretical basic in linguistics and mindset. 2- How has the behavioral psychology affected the Audio-Lingual Method?
Was thought that the approach to acquire the sentence habits of the concentrate on language was through conditioning”helping learners to reply correctly to stimuli through shaping and reinforcement.
(2) Learners can overcome the habits with their native terminology and make up the new practices required to be target dialect speakers. 3- Define a backward build-up drill (expansion drill). Express its purpose and advantages. (1) Classification: The educator breaks down a line into several parts. The students repeat a part of the sentence, generally the last phrase of the line.
Then, following the teacher’s “cue”, the students broaden what they are duplicating part by part till they are able to repeat the entire line.
The teacher starts with the component at the end from the sentence (and works in reverse from there) to keep the intonation from the line while natural as it can be. This as well directs more student attention to the end from the sentence, wherever new data typically happens. (2) Goal: The purpose of this drill is always to break down the troublesome word into smaller sized parts. (3) Advantages: (a) The teacher is able to supply the students help in producing the troublesome range.
Having worked on the line in tiny pieces, the scholars are also able to pay attention to where every single word or phrase starts and leads to the word. 4- Determine a duplication drill. Learners are asked to listen thoroughly to the teacher’s model, and then they have to replicate and make an attempt to mimic the model as accurately so that as quickly as is possible. 5- Specify a chain drill. State its advantages. (1) Definition: The chain of conversation that forms around the room since students, oneby- one, ask and answer questions of each various other. The tutor begins the chain simply by greeting a particular student, or perhaps asking him a question.
That student responds, and then transforms to the student sitting up coming to him. (2) Advantages: (A) A series drill provides students a way to say the lines individually. (B) The tutor listens and may tell which will students happen to be struggling and may need more practice. (C) A chain drill also lets learners use the expressions in conversation with somebody else, even though the connection is very limited. 6- Define a single-slot substitution exercise. State it is purpose. (1) Definition: The teacher says a series, usually through the dialog.
Subsequent, the teacher says anything or a phrase”called the cue. The students do it again the line the teacher provides given them, substituting the cue in the line in its proper place. (2) Purpose: The major aim of this drill is to supply the students practice in finding and filling in the slots of a sentence. 7- Define a multiple-slot substitution drill. Condition its purpose. This drill is similar to the single-slot substitution drill. The is that the tutor gives cue phrases, one at a time, that squeeze into different slot machine games in the discussion line.
The students must acknowledge what element of speech each cue is, or at least, where it fits into the word, and help to make any other adjustments, such as subject-verb agreement. They then say the series, fitting the cue term into the series where this belongs. 8- Define transformation drill. Pupils are asked to change an example of a sentence in another”an endorsement sentence to a negative or an active word into a unaggressive.
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