METHODS OF

TEACHING ENGLISH
LANGUAGE
University of Diyala
College of Basic Education
Department of English Language

Assist. Prof. Omar Al-Mamuri

Assist. Inst. Fatimah Al-Quraishi

1
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The Audio-Lingual Method

Introduction

Like the Direct Method we have just examined, it is also an oral-based approach.
However, it is very different, in that rather than emphasizing vocabulary acquisition
through exposure to its use in situations, the Audio-Lingual Method drills students in
the use of grammatical sentence patterns. Also, unlike the Direct Method, it has a
strong theoretical base in linguistics and psychology.

Principles

1. One of the language teacher’s major [ basic] roles is that of a model of the target
language. Teachers should provide students with an accurate model.
2. Language learning is a process of habit formation. The more often
something is repeated, the stronger the habit and the greater the learning.
3. It is important to prevent learners from making errors. Errors lead to the
formation of bad habits. When errors do occur, they should immediately be
corrected by the teacher.
4. The purpose of language learning is to learn how to use the language to
communicate.
5. Positive reinforcement helps the students to develop correct habits.
6. Students should ‘overlearn,’ learn to answer automatically without stopping to
think.
7. The teacher should be like an orchestra leader—conducting, guiding, and
controlling the students’ behavior in the target language.
8. The learning of another language should be the same as the acquisition of the
native language. We do not need to memorize rules in order to use our native
language.
 ‫‪2‬‬

‫ﺍﻟﻄﺮﻳﻘﺔﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ‬

‫ﻣﻘﺪﻣﺔ‬

‫ﻣﺜﻞﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻤﺒﺎﺷﺮﺓ ﺍﻟﺘﻲ ﺍﺳﺘﻌﺮﺿﻨﺎﻫﺎ ﻟﻠﺘﻮ‪ ،‬ﻓﻬﻲ ﺃﻳﻀﺎً ﻃﺮﻳﻘﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺸﻔﻬﻴﺔ‪.‬‬
‫ﻭﻣﻊﺫﻟﻚ‪ ،‬ﻓﺎﻷﻣﺮ ﻣﺨﺘﻠﻒ ﺗﻤﺎﻣﺎً‪ ،‬ﻣﻦ ﺣﻴﺚ ﺃﻧﻪ ﺑﺪﻻ ًﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
‫ﻭﻣﻦﺧﻼﻝ ﺍﻟﺘﻌﺮﺽ ﻻﺳﺘﺨﺪﺍﻣﻪ ﻓﻲ ﺍﻟﻤﻮﺍﻗﻒ‪ ،‬ﻳﻘﻮﻡ ﺍﻷﺳﻠﻮﺏ ﺍﻟﺴﻤﻌﻲ ﺍﻟﻠﻐﻮﻱ ﺑﺘﺪﺭﻳﺐ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺫﻟﻚ‬

‫ﺍﺳﺘﺨﺪﺍﻡﺃﻧﻤﺎﻁ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻨﺤﻮﻳﺔ‪ .‬ﺃﻳﻀﺎً‪ ،‬ﻋﻠﻰ ﻋﻜﺲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻤﺒﺎﺷﺮﺓ‪ ،‬ﻓﻬﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ‬
‫ﻗﺎﻋﺪﺓﻧﻈﺮﻳﺔ ﻗﻮﻳﺔ ﻓﻲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ‪.‬‬

‫ﻣﺒﺎﺩﺉ‬

‫‪.1‬ﺃﺣﺪ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺮﺉﻴﺴﻴﺔ ]ﺍﻷﺳﺎﺳﻴﺔ[ ﻟﻤﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻫﻮ ﻧﻤﻮﺫﺝ ﺍﻟﻬﺪﻑ‬

‫ﻧﻤﻮﺫﺝﺩﻗﻴﻖ‪.‬‬ ‫ﻟﻐﺔ‪.‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺗﺰﻭﻳﺪ ﺍﻟﻄﻼﺏ‬
‫ﻣﻦﺗﻜﻮﻳﻦ ﺍﻟﻌﺎﺩﺓ ‪ .‬ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‬ ‫ﺍﻟﺘﻌﻠﻢﻫﻮ ﻋﻤﻠﻴﺔ‬ ‫‪.2‬ﺍﻟﻠﻐﺔ‬
‫ﻛﻠﻤﺎﺗﻜﺮﺭﺕ‪ ،‬ﻛﻠﻤﺎ ﻛﺎﻧﺖ ﺍﻟﻌﺎﺩﺓ ﺃﻗﻮﻯ ﻭﻛﺎﻥ ﺍﻟﺘﻌﻠﻢ ﺃﻛﺒﺮ‪.‬‬ ‫ﺷﺊﻣﺎ‬
‫ﻣﻦﺍﺭﺗﻜﺎﺏ ﺍﻷﺧﻄﺎء‪ .‬ﺍﻷﺧﻄﺎء ﺗﺆﺩﻱ ﺇﻟﻰ‬ ‫‪.3‬ﻣﻦ ﺍﻟﻤﻬﻢ ﻣﻨﻊ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‬
‫ﺗﺸﻜﻴﻞﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﺴﻴﺉﺔ‪ .‬ﻋﻨﺪﻣﺎ ﺗﺤﺪﺙ ﺍﻷﺧﻄﺎء‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﺤﺪﺙ ﻋﻠﻰ ﺍﻟﻔﻮﺭ‬
‫ﺗﻢﺗﺼﺤﻴﺤﻪ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﻌﻠﻢ‪.‬‬

‫‪.4‬ﺍﻟﻐﺮﺽ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻫﻮ ﺗﻌﻠﻢ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‬

‫ﻳﺘﻮﺍﺻﻞ‪.‬‬
‫‪.5‬ﺍﻟﺘﻌﺰﻳﺰ ﺍﻹﻳﺠﺎﺑﻲ ﻳﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫‪.6‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻄﻼﺏ "ﺍﻟﺘﻌﻠﻢ ﺍﻟﺰﺍﺉﺪ" ﻭﺗﻌﻠﻢ ﺍﻹﺟﺎﺑﺔ ﺗﻠﻘﺎﺉﻴﺎً ﺩﻭﻥ ﺍﻟﺘﻮﻗﻒ‬
‫ﻳﻔﻜﺮ‪.‬‬
‫‪.7‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﻌﻠﻢ ﻣﺜﻞ ﻗﺎﺉﺪ ﺍﻷﻭﺭﻛﺴﺘﺮﺍ‪ ،‬ﻳﻘﻮﺩ ﻭﻳﻮﺟﻪ ﻭﻳﻮﺟﻪ‬
‫ﺿﺒﻂﺳﻠﻮﻙ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻬﺪﻑ‪.‬‬
‫‪.8‬ﺗﻌﻠﻢ ﻟﻐﺔ ﺃﺧﺮﻯ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺜﻞ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻠﻐﺔﺍﻷﻡ‪ .‬ﻻ ﻧﺤﺘﺎﺝ ﺇﻟﻰ ﺣﻔﻆ ﺍﻟﻘﻮﺍﻋﺪ ﺣﺘﻰ ﻧﺘﻤﻜﻦ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻐﺘﻨﺎ ﺍﻷﻡ‬
‫ﻟﻐﺔ‪.‬‬
3

What are the goals of teachers who use the Audio-Lingual Method?

Teachers want their students to be able to use the target language communicatively.
To do this, they believe students need to overlearn the target language, to learn to use
it automatically without stopping to think. Their students achieve this by forming new
habits in the target language and overcoming the old habits of their native language.

What areas of language are emphasized?

Vocabulary is kept to a minimum while the students are mastering the sound system
and grammatical patterns. A grammatical pattern is not the same as a sentence. For
instance, underlying the following three sentences is the same grammatical pattern:
The natural order of skills presentation is adhered to: listening, speaking, reading, and
writing. The oral/aural skills receive most of the attention. What students write is first
been introduced orally. Pronunciation is taught from the beginning, often by students
working in language laboratories on discriminating between members of minimal
pairs.

What is the role of the student’s native language?

The habits of the student’s native language are thought to interfere with the student’s
attempts to master the target language. Therefore, the target language is used in the
classroom, not the student’s native language.

Reviewing the Techniques

1. Dialogue Memorization

Dialogues or short conversations between two people are often used to begin
a new lesson. Students memorize the dialogue through mimicry; students usually
take the role of one person in the dialogue, and the teacher the other. After the
students have learned the first person’s lines, they switch roles and memorize the
other person’s part. Another way of practicing the two roles is for half of the class
 ‫‪3‬‬

‫ﻣﺎﻫﻲ ﺃﻫﺪﺍﻑ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﺬﻳﻦ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ؟‬

‫ﻳﺮﻳﺪﺍﻟﻤﻌﻠﻤﻮﻥ ﺃﻥ ﻳﻜﻮﻥ ﻃﻼﺑﻬﻢ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻬﺪﻑ ﺑﺸﻜﻞ ﺗﻮﺍﺻﻠﻲ‪.‬‬
‫ﻟﻠﻘﻴﺎﻡﺑﺬﻟﻚ‪ ،‬ﻳﻌﺘﻘﺪﻭﻥ ﺃﻥ ﺍﻟﻄﻼﺏ ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺰﺍﺉﺪ ﻋﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻬﺪﻑ‪ ،‬ﻟﺘﻌﻠﻢ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬

‫ﺗﻠﻘﺎﺉﻴﺎﺩﻭﻥ ﺍﻟﺘﻮﻗﻒ ﻋﻦ ﺍﻟﺘﻔﻜﻴﺮ‪ .‬ﻃﻼﺑﻬﻢ ﺗﺤﻘﻴﻖ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﺸﻜﻴﻞ ﺟﺪﻳﺪ‬

‫ﺍﻟﻌﺎﺩﺍﺕﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻬﺪﻑ ﻭﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻘﺪﻳﻤﺔ ﻓﻲ ﻟﻐﺘﻬﻢ ﺍﻷﻡ‪.‬‬

‫ﻣﺎﻫﻲ ﻣﺠﺎﻻﺕ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻲ ﺗﻢ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻬﺎ؟‬

‫ﻳﺘﻢﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﻤﻔﺮﺩﺍﺕ ﺇﻟﻰ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﺃﺛﻨﺎء ﺇﺗﻘﺎﻥ ﺍﻟﻄﻼﺏ ﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﺕ‬
‫ﻭﺍﻷﻧﻤﺎﻁﺍﻟﻨﺤﻮﻳﺔ‪ .‬ﺍﻟﻨﻤﻂ ﺍﻟﻨﺤﻮﻱ ﻟﻴﺲ ﻫﻮ ﻧﻔﺴﻪ ﺍﻟﺠﻤﻠﺔ‪ .‬ﻝ‬
‫ﻋﻠﻰﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻳﻜﻤﻦ ﻭﺭﺍء ﺍﻟﺠﻤﻞ ﺍﻟﺜﻼﺙ ﺍﻟﺘﺎﻟﻴﺔ ﻧﻔﺲ ﺍﻟﻨﻤﻂ ﺍﻟﻨﺤﻮﻱ‪:‬‬
‫ﻳﺘﻢﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﻟﺘﺮﺗﻴﺐ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻌﺮﺽ ﺍﻟﻤﻬﺎﺭﺍﺕ‪ :‬ﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﺍﻟﺘﺤﺪﺙ‪ ،‬ﺍﻟﻘﺮﺍءﺓ‪ ،‬ﻭ‬
‫ﻛﺘﺎﺑﺔ‪.‬ﺗﺤﻈﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺸﻔﻬﻴﺔ‪/‬ﺍﻟﺴﻤﻌﻴﺔ ﺑﻤﻌﻈﻢ ﺍﻻﻫﺘﻤﺎﻡ‪ .‬ﻣﺎ ﻳﻜﺘﺒﻪ ﺍﻟﻄﻼﺏ ﻫﻮ ﺍﻷﻭﻝ‬
‫ﺗﻢﺗﻘﺪﻳﻤﻪ ﺷﻔﻮﻳﺎ‪ .‬ﻳﺘﻢ ﺗﺪﺭﻳﺲ ﺍﻟﻨﻄﻖ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﻏﺎﻟﺒﺎ ﻣﻦ ﻗﺒﻞ ﺍﻟﻄﻼﺏ‬
‫ﺍﻟﻌﻤﻞﻓﻲ ﻣﺨﺘﺒﺮﺍﺕ ﺍﻟﻠﻐﺎﺕ ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ ﺃﻓﺮﺍﺩ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ‬
‫ﺃﺯﻭﺍﺝ‪.‬‬

‫ﻣﺎﻫﻮ ﺩﻭﺭ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻟﻠﻄﺎﻟﺐ؟‬

‫ﻳﻌُﺘﻘﺪﺃﻥ ﻋﺎﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻟﻠﻄﺎﻟﺐ ﺗﺘﻌﺎﺭﺽ ﻣﻊ ﻋﺎﺩﺍﺕ ﺍﻟﻄﺎﻟﺐ‬

‫ﻣﺤﺎﻭﻻﺕﻹﺗﻘﺎﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻬﺪﻑ‪ .‬ﻭﻟﺬﻟﻚ‪ ،‬ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻬﺪﻑ ﻓﻲ‬
‫ﺍﻟﻔﺼﻞﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﻟﻴﺲ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻟﻠﻄﺎﻟﺐ‪.‬‬

‫ﻣﺮﺍﺟﻌﺔﺍﻟﺘﻘﻨﻴﺎﺕ‬

‫‪.1‬ﺣﻔﻆ ﺍﻟﺤﻮﺍﺭ‬

‫ﻟﺘﺒﺪﺃ‬ ‫ﻏﺎﻟﺒﺎﻣﺎ ﺗﺴﺘﺨﺪﻡ‬ ‫ﺍﻟﺤﻮﺍﺭﺍﺕﺃﻭ ﺍﻟﻤﺤﺎﺩﺛﺎﺕ ﺍﻟﻘﺼﻴﺮﺓ ﺑﻴﻦ ﺷﺨﺼﻴﻦ ﻫﻲ‬

‫ﻋﺎﺩﺓ‬ ‫ﺩﺭﺱﺟﺪﻳﺪ‪ .‬ﻳﺤﻔﻆ ﺍﻟﻄﻼﺏ ﺍﻟﺤﻮﺍﺭ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻘﻠﻴﺪ‪ .‬ﻃﻼﺏ‬
‫ﺃﺧﺬﺩﻭﺭ ﺷﺨﺺ ﻭﺍﺣﺪ ﻓﻲ ﺍﻟﺤﻮﺍﺭ‪ ،‬ﻭﺍﻟﻤﻌﻠﻢ ﺍﻵﺧﺮ‪ .‬ﺑﻌﺪ‬
‫ﻟﻘﺪﺗﻌﻠﻢ ﺍﻟﻄﻼﺏ ﺳﻄﻮﺭ ﺿﻤﻴﺮ ﺍﻟﻤﺘﻜﻠﻢ‪ ،‬ﻭﻗﺎﻣﻮﺍ ﺑﺘﺒﺪﻳﻞ ﺍﻷﺩﻭﺍﺭ ﻭﺣﻔﻈﻬﺎ‬
‫ﺟﺰءﺷﺨﺺ ﺁﺧﺮ‪ .‬ﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﺪﻭﺭﻳﻦ ﻭﻫﻲ ﻣﻤﺎﺭﺳﺔ ﻧﺼﻒ ﺍﻟﻔﺼﻞ‬
4

to take one role and the other half to take the other. After the dialogue has been
memorized, pairs of individual students might perform the dialogue for the rest of the
class.

2. Repetition Drill

Students are asked to repeat the teacher’s model as accurately and as quickly as
possible. This drill is often used to teach the lines of the dialogue.

3. Chain Drill

A chain drill gets its name from the chain of conversation that forms around the
room as students, one by one, ask and answer questions of each other. The teacher
begins the chain by greeting a particular student or asking him a question. That student
responds, then turns to the student sitting next to him.

4. Transformation Drill

The teacher gives students a certain kind of sentence pattern, an affirmative sentence
for example. Students are asked to transform this sentence into a negative sentence.
Other examples of transformations to ask of students are: changing a statement into
a question, an active sentence into a passive one, or direct speech into reported
speech.

5. Use of Minimal Pairs

The teacher works with pairs of words that differ inonly one sound; for example,
‘ship/sheep.’ Students are first asked to perceive the difference between the two
words and later to be able to say the two words.
 ‫‪4‬‬

‫ﻟﻴﺄﺧﺬﺩﻭﺭﺍ ًﻭﻳﺄﺧﺬ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﺍﻵﺧﺮ‪ .‬ﺑﻌﺪ ﺃﻥ ﺗﻢ ﺍﻟﺤﻮﺍﺭ‬

‫ﺗﻢﺣﻔﻈﻪ‪ ،‬ﻳﻤﻜﻦ ﻷﺯﻭﺍﺝ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﻟﻔﺮﺩﻳﻴﻦ ﺇﺟﺮﺍء ﺍﻟﺤﻮﺍﺭ ﻟﺒﻘﻴﺔ ﺍﻟﻔﺼﻞ‬
‫ﻓﺼﻞ‪.‬‬

‫‪.2‬ﺗﻤﺮﻳﻦ ﺍﻟﺘﻜﺮﺍﺭ‬

‫ﻳﻄُﻠﺐﻣﻦ ﺍﻟﻄﻼﺏ ﺗﻜﺮﺍﺭ ﻧﻤﻮﺫﺝ ﺍﻟﻤﻌﻠﻢ ﺑﺪﻗﺔ ﻭﺑﺴﺮﻋﺔ‬

‫ﻣﻤﻜﻦ‪.‬ﻏﺎﻟﺒﺎً ﻣﺎ ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺘﻤﺮﻳﻦ ﻟﺘﻌﻠﻴﻢ ﺳﻄﻮﺭ ﺍﻟﺤﻮﺍﺭ‪.‬‬

‫‪.3‬ﺣﻔﺮ ﺍﻟﺴﻠﺴﻠﺔ‬

‫ﺍﻝ‬ ‫ﺗﺪﺭﻳﺒﺎﺕﺍﻟﺴﻠﺴﻠﺔ ﺗﺤﺼﻞ ﻋﻠﻰ ﺍﺳﻤﻬﺎ ﻣﻦ ﺳﻠﺴﻠﺔ ﺍﻟﻤﺤﺎﺩﺛﺎﺕ ﺍﻟﺘﻲ ﺗﺘﺸﻜﻞ ﺣﻮﻟﻬﺎ‬
‫ﺍﻟﻐﺮﻓﺔﺣﻴﺚ ﻳﻘﻮﻡ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﺍﺣﺪﺍً ﺗﻠﻮ ﺍﻵﺧﺮ‪ ،‬ﺑﻄﺮﺡ ﺃﺳﺉﻠﺔ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ‪ .‬ﺍﻟﻤﻌﻠﻢ‬
‫ﺗﺒﺪﺃﺍﻟﺴﻠﺴﻠﺔ ﺑﺘﺤﻴﺔ ﻃﺎﻟﺐ ﻣﻌﻴﻦ ﺃﻭ ﻃﺮﺡ ﺳﺆﺍﻝ ﻋﻠﻴﻪ‪ .‬ﺫﻟﻚ ﺍﻟﻄﺎﻟﺐ‬
‫ﻳﺠﻴﺐ‪،‬ﺛﻢ ﻳﻠﺘﻔﺖ ﺇﻟﻰ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻳﺠﻠﺲ ﺑﺠﺎﻧﺒﻪ‪.‬‬

‫‪.4‬ﺣﻔﺮ ﺍﻟﺘﺤﻮﻝ‬

‫ﻳﻌﻄﻲﺍﻟﻤﻌﻠﻢ ﻟﻠﻄﻼﺏ ﻧﻮﻋﺎً ﻣﻌﻴﻨﺎً ﻣﻦ ﻧﻤﻂ ﺍﻟﺠﻤﻠﺔ‪ ،‬ﻭﻫﻲ ﺟﻤﻠﺔ ﺇﻳﺠﺎﺑﻴﺔ‬

‫ﻋﻠﻰﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ .‬ﻭﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺗﺤﻮﻳﻞ ﻫﺬﻩ ﺍﻟﺠﻤﻠﺔ ﺇﻟﻰ ﺟﻤﻠﺔ ﺳﻠﺒﻴﺔ‪.‬‬
‫ﻣﻦﺍﻷﻣﺜﻠﺔ ﺍﻷﺧﺮﻯ ﻋﻠﻰ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﻧﻄﻠﺒﻬﺎ ﻣﻦ ﺍﻟﻄﻼﺏ‪ :‬ﺗﻐﻴﻴﺮ ﻋﺒﺎﺭﺓ ﺇﻟﻰ‬
‫ﺳﺆﺍﻝ‪،‬ﺃﻭ ﺟﻤﻠﺔ ﻧﺸﻄﺔ ﺇﻟﻰ ﺳﻠﺒﻴﺔ‪ ،‬ﺃﻭ ﺧﻄﺎﺏ ﻣﺒﺎﺷﺮ ﺇﻟﻰ ﺗﻘﺮﻳﺮ‬
‫ﺧﻄﺎﺏ‪.‬‬

‫‪.5‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻣﻦ ﺍﻷﺯﻭﺍﺝ‬

‫ﻳﻌﻤﻞﺍﻟﻤﻌﻠﻢ ﻣﻊ ﺃﺯﻭﺍﺝ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﺗﺨﺘﻠﻒ ﻓﻲ ﺻﻮﺕ ﻭﺍﺣﺪ ﻓﻘﻂ؛ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪،‬‬
‫'ﺷﺤﻦ ﺍﻟﻐﻨﻢ‪ '.‬ﻳﻄُﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻭﻻ ًﺇﺩﺭﺍﻙ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻻﺛﻨﻴﻦ‬
‫ﺍﻟﻜﻠﻤﺎﺕﻭﺑﻌﺪ ﺫﻟﻚ ﺗﻜﻮﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻗﻮﻝ ﺍﻟﻜﻠﻤﺘﻴﻦ‪.‬‬
5

Advantages of the Audio-lingual Method

1. Focuses on All four skills The teacher focuses equally on all four skills – reading,
listening, writing and teaches them separately.
2. Focus on language Laboratory In this method, there is a lot of focus on the
language laboratory too and it is an important teaching aid.
3. No use of Mother tongue Similar to the direct method, there is no use of the
mother tongue in this method either.
4. Importance of Dialogue In this method, dialogue plays a highly dominant and
important role.
5. Develop communicative competence It helps learners to develop
communicative competence.

Disadvantages of the Audio-lingual Method

1. Teacher-Dominated Method this method is highly teacher-dominated as the

teacher plays an important role.
2. Meaning is neglected sometimes; the proper meaning of words and phrases
may be neglected in this method.
3. Mechanical Method This method can be a bit mechanical due to memorization
and pattern practice.
4. Limited to certain learners this method may only work for hardworking learners.
5. May Get Monotonous The drilling and memorization of pronunciation may get
tedious and monotonous for many learners.

Advantages of the Audio-lingual Method

Advantages of the Audio-lingual Method

 ‫‪5‬‬

‫ﻣﻤﻴﺰﺍﺕﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ‬

‫‪.1‬ﻳﺮﻛﺰ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊﻳﺮﻛﺰ ﺍﻟﻤﻌﻠﻢ ﺑﺎﻟﺘﺴﺎﻭﻱ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ ‪ -‬ﺍﻟﻘﺮﺍءﺓ‪،‬‬

‫ﺍﻻﺳﺘﻤﺎﻉﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﻳﻌﻠﻤﻬﻢ ﺑﺸﻜﻞ ﻣﻨﻔﺼﻞ‪.‬‬

‫‪.2‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻣﻌﻤﻞ ﺍﻟﻠﻐﺔﻓﻲ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻫﻨﺎﻙ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫ﻣﺨﺘﺒﺮﺍﻟﻠﻐﺔ ﺃﻳﻀﺎً ﻭﻫﻮ ﺃﺩﺍﺓ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻬﻤﺔ‪.‬‬
‫‪.3‬ﻋﺪﻡ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻷﻡﻋﻠﻰ ﻏﺮﺍﺭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻤﺒﺎﺷﺮﺓ‪ ،‬ﻻ ﻳﻮﺟﺪ ﺃﻱ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻞ‬
‫ﺍﻟﻠﻐﺔﺍﻷﻡ ﻓﻲ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻳﻀﺎً‪.‬‬
‫‪.4‬ﺃﻫﻤﻴﺔ ﺍﻟﺤﻮﺍﺭﻓﻲ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻳﻠﻌﺐ ﺍﻟﺤﻮﺍﺭ ﺩﻭﺭﺍ ًﻣﻬﻴﻤﻨﺎ ًﻟﻠﻐﺎﻳﺔ‬
‫ﺩﻭﺭﻣﻬﻢ‪.‬‬
‫‪.5‬ﺗﻄﻮﻳﺮ ﺍﻟﻜﻔﺎءﺓ ﺍﻟﺘﻮﺍﺻﻠﻴﺔﻳﺴﺎﻋﺪ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﻋﻠﻰ ﺍﻟﺘﻄﻮﺭ‬
‫ﺍﻟﻜﻔﺎءﺓﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪.‬‬

‫ﻋﻴﻮﺏﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ‬

‫‪.1‬ﺃﺳﻠﻮﺏ ﻳﻬﻴﻤﻦ ﻋﻠﻴﻪ ﺍﻟﻤﻌﻠﻢﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻳﻬﻴﻤﻦ ﻋﻠﻴﻬﺎ ﺍﻟﻤﻌﻠﻢ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‬
‫ﻳﻠﻌﺐﺍﻟﻤﻌﻠﻢ ﺩﻭﺭﺍ ﻫﺎﻣﺎ‪.‬‬
‫‪.2‬ﺍﻟﻤﻌﻨﻰ ﻣﻬﻤﻞﺃﺣﻴﺎﻧﺎ؛ ﺍﻟﻤﻌﻨﻰ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫ﻗﺪﻳﺘﻢ ﺇﻫﻤﺎﻟﻬﺎ ﻓﻲ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪.‬‬
‫‪.3‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻴﺔﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ ﺑﻌﺾ ﺍﻟﺸﻲء ﺑﺴﺒﺐ ﺍﻟﺤﻔﻆ‬
‫ﻭﻣﻤﺎﺭﺳﺔﺍﻟﻨﻤﻂ‪.‬‬
‫‪.4‬ﻳﻘﺘﺼﺮ ﻫﺬﺍ ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﻤﺘﻌﻠﻤﻴﻦﻗﺪ ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻓﻘﻂ ﻟﻠﻤﺘﻌﻠﻤﻴﻦ ﺍﻟﻤﺠﺘﻬﺪﻳﻦ‪.‬‬
‫‪.5‬ﻗﺪ ﻳﺼﺒﺢ ﺭﺗﻴﺒﺎًﻭﻗﺪ ﻳﺤﺼﻞ ﺍﻟﺤﻔﺮ ﻭﺣﻔﻆ ﺍﻟﻨﻄﻖ‬
‫ﻣﻤﻠﺔﻭﺭﺗﻴﺒﺔ ﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‪.‬‬

‫ﻣﻤﻴﺰﺍﺕﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ‬

‫ﻣﻤﻴﺰﺍﺕﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ‬