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The teaching method of situational language and audiolinguism
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The teaching method of situational language and audiolinguismIn the teaching-learning process of the Spanish Language, situational practice is
considered a fundamental teaching activity. It integrates language skills with macro
skills and contributes to the improvement of the communicative, cognitive and
sociocultural competence of students in different settings. Situational practice is the
teaching process that integrates language skills and macro skills and contributes to
the improvement of their communicative competence in different settings,
according to the different units that make up the study program; 4h / c are
dedicated to the discussion and analysis by teams of the research supported by
interviews, photographs, videos, recordings, and others. This group dynamic is
very well received by the students since in an entertaining, direct way, they
connect with the population, begin in research, in the writing of scientific articles
and reports and socialize their results in a critical, assertive and ethical way.
The audio-lingual method is effective and fast for the acquisition of a foreign
language it allows the acquisition of a language to be spontaneous in the subject's
situational context. Foreign language teaching methodologies have evolved
throughout history. Therefore, it is important for teachers, curriculum designers and
students to know the concepts underlying the teaching and learning of a language.
Situational language teaching is a teaching method that emerged in Great Britain
as a result of the evolution of the oral approach. It is based on oral procedures and
uses various situational contexts to introduce new words and structures. The main
activity of the classroom is based on the oral and controlled practice of linguistic
structures through situations conceived for it.
The Audiolinguistic Method originated in the United States due to a great interest
that the United States had in teaching languages. The American linguists drew on
the experience gained from army language programs and the Audio-Oral or
structural approach developed by Fries and his colleagues, adding insights derived
from behavioral psychology.
, The Audiolinguistic Method is based on learning a foreign language as a habit-
forming process. Good habits are formed by giving correct answers and not
making mistakes. Language skills are best learned if the elements of the object
language are first presented orally and then in written form, the analogy provides a
more solid basis for learning the object language and the meanings of words can
only be learned in one context. culturally and linguistically and not in isolation.
Situational Language Teaching is based on behavioral models and takes an
inductive approach to teaching grammar. It starts from the assumption that the
processes involved in learning a foreign language are comparable to those
involved in learning the first language and, consequently, expects the meaning of
words or structures to be deduced by the learner from starting from the situation in
which they are presented.
Regarding classroom practice, the situational method proposes a learning
methodology based on the creation of situations for use in the classroom with the
help of objects, drawings, authentic teaching materials, actions and gestures that
allow us to understand the meaning of the new ones. elements. The vocabulary
and grammar are introduced gradually. The skills are worked through the practice
of linguistic structures and the correction of pronunciation and pronunciation and
grammar errors is considered essential. Like other methodologies based on
behavioral learning theory, error prevention plays a primary role in didactic
practice.
The role of the teacher is central and active, in the method of audiolinguism it is
who controls the class and models the target language, controls the direction, the
pace of learning, checks and corrects the performance of the students. The
teacher must keep the students' attention by varying the exercises and tasks and
must choose the most appropriate situations to explain the grammatical structures.
The teacher must also use the target language in the language class, introduce,
maintain and harmonize the learning of the four skills and direct the chorus
response of all or some students in the class, etc.
The characteristics of the Situational language teaching method are:
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