Comparison and Contrast Between the Audiolingual Method and Total Physical Response to Improve Efficiency of College Students English Learning

Qian WANG

Abstract


To teach English, various approaches and methods have aroused wide concerns for many years. This article attempts to discuss similarities and differences between the Audiolingual Method and Total Physical Response (TPR) from the aspects that are the theories of both language and learning, and the roles of learners and the teacher. At the same time, it tries to show the strengths and limitations of these two methods, and further explores fitted teaching contexts of the Audiolingual Method and TPR.


Keywords


The audiolingual method; TPR; Language teaching

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References


Brown, H. D. (2006). Principles of language learning and teaching. New York: Longman.

Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.

Harmer, J. (2007). The practice of English language teaching. Harlow: Longman.

Hall, G. (2011). Exploring English language teaching: Language in action. New York: Routledge.

Tian, D. J. (2014). The implementation of total physical response in college English classrooms. Overseas English, 61-62.

Wei, W. (2014). Brief analysis of total physical response teaching method in second language teaching classrooms. Journal of Tongling College, (4), 124-125.

Bowen, T. (n.d.). Teaching approaches: What is audiolingualism? Retrieved from http://www.onestopenglish.com/




DOI: http://dx.doi.org/10.3968/9868

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