Multiple Intelligences as Strategy for Teaching EFL to high school graduates

2.Correct pronunciation.

3.Absence of rule-giving.

4.Learning through doing

Cons

1.Plunges learners too soon into unstructured situations.

2.Foreign-Language learner not like infant native-language learner.

3.Dangers of including wrong rule.

4.Tremendous energy needed be teacher.

Audio-Lingual Method

The Audio-Lingual Method like the Direct Method we have just examined, has a goal very different from that of the Grammar-Translation Method. The Audio-Lingual Method was developed in the United States during the Second World War. At that time there was a need for people to learn foreign languages rapidly for military purposes. As we have seen G-TM did not prepare people to use the target language. While the communication in the target language was the goal of DM, there were at the time exciting new ideas about language and learning emanating from the disciplines of descriptive linguistics and behavioural psychology.

We can trace the Audio-Lingual Method rather directly to the “scientific” linguistics of Leonard Bloomfield and his followers. Both behaviouristic psychology and structural linguistics constituted a reaction against a vague and unscientific approach to the questions of human behaviour. Including the acquisition of knowledge.

Every language, as it is viewed here, has its own unique system. This system is comprised of several different levels: phonological, lexical, and syntactical. Each level has its own distinctive features.

Everyday speech is emphasized in the Audio-Lingual Method. The level of complexity of the speech is graded so that beginning students are presented with only simple forms.

The structures of the language are emphasised over all other areas. The syllabus is typically a structural one, with the structure for any particular unit include in the new dialogue. Vocabulary is also contextualized within the dialogue. It is however, limited since the emphasis is placed on the acquisition of the patterns of the language.The underlying provision of this method include five maxims to guide teachers in applying the result of linguistic research to the preparation of teaching materials and to classroom techniques:

8. Language is speech, not writing.

a)Emphasis on correct pronunciation from the beginning;

b)Listening and speaking before reading and writing;

c)Realistic, situation utterances from start;

d)Oral mastery first; reading/writing as reinforcers; time lag will depend on sitution.

9.Language is a set of habits.

a)Based on the assumption that language learning is a habit formation process, pattern drilling and dialogue memorization are extensively used;

10.Teach the language, not about language;

a)Revolt against the grammar-translation method;