The Audio-visual Method

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The Audio-visual Method
Larissa França & Lucas Castro
UERJ - ILE
Enfoques Metodológicos no Ensino da Língua Inglesa
Profª Maria Célia Mendonça
Background
This method was developed in the fifties in France at the Centre de Recherches et d'Etude pour la Diffusion du Français (CREDIF) by a team directed by Guberina and Rivenc. The principles underlying this method were applied in a small number of programs prepared and published by the CREDIF team, Voix et Images de France, a French course intended for adult beginners, Bonjour Line, an equivalent program for young children, and a revised version of Voix et Images de France, entitled De vive voix.
The Audio-visual Method
Aim: communicate effectively in the target language
Influences: Behaviorism/ Psychology/ Linguistics
The Audio-Visual Method – main principles
 Speaking and listening are taught before reading and writing 
The mother tongue is not used in the classroom 
 Recorded dialogues are used with filmstrip picture sequence to present language items 
Drills are used to teach basic grammar and vocabulary
What is an audio-visual lesson like?
 video strips, tape recordings
listening and repeating
drilling for internalization of rules and structures
conversation/ role plays – influence of communicative approach
An audio-visual method of learning a foreign language, which can be practiced using a video projection screen with concomitant audio, or a television includes the steps of: showing the program (in a foreign language) in its original form; showing either a sequence of frozen scenes or a sequence of short program segments, each frozen scene or segment including a single statement by one of the program participants, along with a transcription and a translation of the statement; reshowing the program in its original form; reshowing the sequence of frozen scenes or short program segments, along with only a transcription of the associated statement; and reshowing the program in its original form. Statements by program participants may be shown as subtitles or as dialog balloons such as those used in comic books. Short program segments may end with a frozen frame, which includes the translation and/or transcription.
The lesson - steps
Presentation
'Explication' (Explanation)
 The development phase
A CCAA LESSON – oral phase
Review of previous contents
Words in Action – presentation of new vocabulary
Presentation of a situation
Explanation of grammar points
Repetition of word groups
Internalization – memorizing and reproducing 
Extension – use of language
Drill Practice
Conversation
A CCAA lesson – written phase
Reading
Grammar 
Written exercises
Listening comprehension practice
THE FOUR SKILLS – How are they focused?
LISTENING
SPEAKING
READING
WRITING
The Audio-visual Method
“It began with the principles of the CREDIF method, which was developed from language studies financially supported by the French government after World War II. CCLS incorporated and extended these principles, using the results of experiments in behavioral psychology laboratories on the phenomenon of learning, and then updated them for use with the latest electronic delivery systems. […] CCLS has created a comprehensive Lesson Plan for every course in the program. These Lesson Plans standardize the classroom work and insure that all lesson presentations will be organized and complete. They also guide the teachers step-by-step through the teaching technique the lesson is using. With material preplanned, teachers can concentrate on other components of classroom success: on the dedication they bring to the classroom and on the life they give to the contents of the Lesson Plan.”
CCLS manual
Principles
“The students always complete de Oral Phase of a lesson before they begin the Written Phase because language is primarily a matter of speech and only secondarily a matter of writing. Consequently, the spoken language should be the basis for learning the foreign language. It is critically important for the students to orally assimilate the new vocabulary and structures before they see them in a written form. In this way the students receive less interference from their native language as they learn the correct reproduction of sounds and intonation. […] 
A basic rule of CCLS language teaching is that students have to master the material of the Oral Phase before they begin the Witten Phase. Each language has its own unique sound system. Most students who speak English with a foreign accent usually do so because they have not had sufficient exposure to the oral form. In other words, they have been prematurely introduced to the written form. In the absence of a secure knowledge of the English sound system, this student apply their native sound system to the English words.
The problem can be minimized if the teacher helps his or her students master their material of the Oral Phase before beginning the Written Phase. 
Another way to minimize it is to speak only English in the classroom. It may seem helpful to explain something to a student in his native language, but by doing so the teacher increases the interference and slows the student’s mastery of English.”
CCLS manual
Lesson steps
Review
Presentation
Explanation
Repetition
Internalization
Drill Practice
Reading
Grammar
Written Exercises
Listening Comprehension Practice
A lesson on shopping
Bibliography
RIBEIRO, Andrea Marques. João Bittencourt de Oliveira, Martha Guimarães Caram. Approaches and Methods in Language Teaching – A Practical Guide
Password: Effective_ Communication. CCLS Publishing House.Rio de Janeiro.2008
http://www.google.com/patents/US20040248068