The Use of Audiolingual Techniques in the Third- and Fourth-Year College Classroom


  • Janet K. King

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      Janet K. King (Ph.D., University of Wisconsin) is a member of the German Department at the University of Texas and conducts special courses in teacher preparation there. Formerly at the University of Wisconsin, she taught in Germany under a Fulbright grant. Professor King's article, “Rabbe's Else von der Tanne,” was published in the German Quarterly.


ABSTRACT: It is often assumed that audiolingual techniques have relevance only for initial language learning. There is some evidence that language majors perform better when they have heard and used the language being learned. Yet frequently, the target language is not spoken in advanced course work because instructors are concerned that their students' level of comprehension and their speaking skills are too limited for the demands of the subject matter. These problems can be dealt with by adapting and regularly using audiolingual techniques appropriate to the ability of the class: 1) a lecture summary or question review of major points made in the preceding class hour, 2) a controlled lecture presentation in conjunction with systematic use of the blackboard, 3) weekly or biweekly use of short essay assignments in the foreign language, 4) tests conducted in the foreign language. Each category is discussed in detail and illustrated with English and German examples.