It was claimed that at long last the necessary media (slides and audio tapes) had been made available to do justice to *direct method principles and teach without relying on the mother tongue. The pictures (also available on slides) are designed to closely match the meaning of the dialogue sentences. where ‘knife’ would be pronounced with an initial k-sound by German learners of English).Īudio-visual textbooks present dialogues with a picture strip on the left. The retention benefits of the mutual support of script and sound outweigh possible interference effects (e.g. Having the printed word to glance at (whilst at the same time relying on the auditory image of the sentence just heard), pupils find it easier to segment the amorphous sound stream into manageable units and so retain the fleeting sound image. Dodson showed that provided the class is instructed to make the spoken sentence the primary stimulus, the imitation of sentences could be speeded up, without degradation of intonation and undue interference from the printed text. Teachers may read out the dialogue to the class just once with books closed, but as soon as they get the class to say the lines after them, books should be open and the class is allowed to glance at the text in between imitation responses as they listen to others, and look up when they speak themselves. Dodson, however, proposed a well-tested procedure where the printed sentence is presented simultaneously to the oral utterance from the beginning. In audio-visual courses basic dialogues are presented and practised over several months on a purely oral basis. Well-ordered activities are to take the students up to a conversational level in the shortest possible time. A lesson-cycle starts out with the reproduction / performance of a basic dialogue, moves on to the variation and recombination of the basic sentences (semi-free use of language) and ends up with an extended application stage characterised by the free, communicative exploitation of the previous work. Its architecture is best understood as a traditional three-phase structure of presentation - practice - production. Dodson (1967/1972) to improve the *audio-visual method as it was advocated in the 1960s. London and New York: Routledge, 84-87.)Ī method of language teaching developed by C.J. (In: Michael Byram : Routledge Encyclopedia of Language Teaching and Learning.

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