Lakhasly

Approach Theory of language The theory of language underlying Audiolingualism was derived from a view proposed by American linguists in the 1950s a view that came to be known as structural linguistics.Since many languages do not have a written form and we learn to speak before we learn to read or write, it was argued that language is "primarily what is spoken and only secondarily what is written" (Brooks 1964). Therefore, it was as- sumed that speech had a priority in language teaching. This was contrary to popular views of the relationship of the spoken and written forms of language, since it had been widely assumed that language existed prin- cipally as symbols written on paper, and that spoken language was an imperfect realization of the pure written version. This scientific approach to language analysis appeared to offer the foundations for a scientific approach to language teaching. In 1961 the American linguist William Moulton, in a report prepared for the 9th International Congress of s, proclaimed Linguists, the linguistic principles on which language teaching methodology should be based: "Language is speech, not writing....A sophisticated methodology for collecting and analyzing data developed, which involved transcribing spoken utterances in a language phonetically and later working our the phonemic, morphological (stems, prefixes, suffixes, etc.), and syntactic (phrases, clauses, sentence types) systems underlying the grammar of the language.The reaction against traditional grammar was prompted by the move- ment toward positivism and empiricism, which Darwin's Origin of the Species had helped promote, and by an increased interest in non- European languages on the part of scholars.By the 1930s, the scientific approach to the study of language was thought to consist of collecting examples of what speakers said and analyzing them ac- cording to different levels of structural organization rather than ac- cording to categories of Latin grammar.The phonological system defines those sound elements that contrast meaningfully with one another in the language (phonemes), their phonetic realizations in specific environments (allophones), and their permissible sequences (phonotactics).Many nineteenth-century language scholars had viewed modern European lan- guages as corruptions of classical grammar, and languages from other parts of the world were viewed as primitive and underdeveloped.(b) Lan- guage samples could be exhaustively described at any structural level of description (phonetic, phonemic, morphological, etc.).

Approach Theory of language The theory of language underlying Audiolingualism was derived from a view proposed by American linguists in the 1950s a view that came to be known as structural linguistics. Linguistics had emerged as a flour- ishing academic discipline in the 1950s, and the structural theory of language constituted its backbone. Structural linguistics had developed in part as a reaction to traditional grammar. Traditional approaches to the study of language had linked the study of language to philosophy and to a mentalist approach to grammar. Grammar was considered a branch of logic, and the grammatical categories of Indo-European lan- guages were thought to represent ideal categories in languages. Many nineteenth-century language scholars had viewed modern European lan- guages as corruptions of classical grammar, and languages from other parts of the world were viewed as primitive and underdeveloped. The reaction against traditional grammar was prompted by the move- ment toward positivism and empiricism, which Darwin's Origin of the Species had helped promote, and by an increased interest in non- European languages on the part of scholars. A more practical interest in language study emerged. As linguists discovered new sound types and new patterns of linguistic invention and organization, a new interest in phonetics, phonology, morphology, and syntax developed. By the 1930s, the scientific approach to the study of language was thought to consist of collecting examples of what speakers said and analyzing them ac- cording to different levels of structural organization rather than ac- cording to categories of Latin grammar. A sophisticated methodology for collecting and analyzing data developed, which involved transcribing spoken utterances in a language phonetically and later working our the phonemic, morphological (stems, prefixes, suffixes, etc.), and syntactic (phrases, clauses, sentence types) systems underlying the grammar of the language. Language was viewed as a system of structurally related ele- ments for the encoding of meaning, the elements being phonemes, mor- phemes, words, structures, and sentence types. The term structural referred to these characteristics: (a) Elements in a language were thought of as being linearly produced in a rule-governed (structured) way. (b) Lan- guage samples could be exhaustively described at any structural level of description (phonetic, phonemic, morphological, etc.). (c) Linguistic lev- els were thought of as systems within systems - that is, as being pyram- idally structured; phonemic systems led to morphemic systems, and these in turn led to the higher-level systems of phrases, clauses, and sentences. Learning a language, it was assumed, entails mastering the elements or building blocks of the language and learning the rules by which these elements are combined, from phoneme to morpheme to word to phrase to sentence. The phonological system defines those sound elements that contrast meaningfully with one another in the language (phonemes), their phonetic realizations in specific environments (allophones), and their permissible sequences (phonotactics). The phonological and gram- matical systems of the language constitute the organization of language and by implication the units of production and comprehension. The grammatical system consists of a listing of grammatical elements and rules for their linear combination into words, phrases, and sentences. Rule-ordered processes involve addition, deletion, and transposition of elements.
An important tenet of structural linguistics was that the primary me. dium of language is oral: Speech is language. Since many languages do not have a written form and we learn to speak before we learn to read or write, it was argued that language is "primarily what is spoken and only secondarily what is written" (Brooks 1964). Therefore, it was as- sumed that speech had a priority in language teaching. This was contrary to popular views of the relationship of the spoken and written forms of language, since it had been widely assumed that language existed prin- cipally as symbols written on paper, and that spoken language was an imperfect realization of the pure written version. This scientific approach to language analysis appeared to offer the foundations for a scientific approach to language teaching. In 1961 the American linguist William Moulton, in a report prepared for the 9th International Congress of s, proclaimed Linguists, the linguistic principles on which language teaching methodology should be based: "Language is speech, not writing.... A language is a set of habits.... Teach the language, not about the language.... A language is what its native speakers say, not what someone thinks they ought to say.... Languages are different" (quoted in Rivers 1964: 5). But a method cannot be based simply on a theory of language. It also needs to refer to the psychology of learning and to learning theory. It is to this aspect of Audiolingualism that we now turn.

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