Tag: FSI

Adapting an audiolingual course

Don’t feel constrained to learn a course in the way the author intended. That’s what it means to be an independent learner.

In my previous post, I explained the Audiolingual Method and mentioned some courses that use it (most of them being US Foreign Service Institute [FSI] courses whose copyrights have expired). At the end, I wrote, “In a future article, I plan to share ways I adapt audiolingual courses to make them a little closer to a comprehensible input approach, less tedious, and/or more useful as preparation for conversation.”

Before I do so, I want to mention a few trends since the Audiolingual Method fell out of favor. First, a handful of teaching professionals hypothesized that languages are not taught and learned so much as acquired through comprehensible input (CI)–in other words, reading and listening to a language until it becomes familiar. Note that the input has to be comprehensible, meaning that learners understand most of what they hear and read, and can guess the meanings of unknown vocabulary and grammar through context. If the input is too hard, they hunt for something easier.

Preferably, the input should also be compelling. Examples include a story which draws the reader or listener in–or a fascinating non-fiction article. As the evidence allegedly accumulates (I can’t verify this because I don’t read scholarly journals), more teachers accept this approach, but it’s still not widely accepted. Also, even Stephen Krashen (its most famous proponent) admits that he doesn’t practice the comprehensible input approach consistently. In a nutshell, people don’t learn languages, they get used to them, as Olly Richards is fond of saying.

A more popular trend (which was very popular when I was earning my post-bac certificate in Teaching English as a Second Language in the early 1990’s) was called Communicative Language Teaching (CLT). In CLT–which I practiced as I taught English in South Korea for two years and Japan for three years–the teacher creates activities for pairs of students, small groups, and sometimes the whole class to do together. These activities require students to speak with each other in their target language. For example, handouts might require two students to take turns asking and answering each other questions. It took me a long time to figure this out, but I eventually realized that many of these controlled speaking activities were essentially Audiolingual grammar drills in disguise.

The language teaching profession and the international polyglot community have independently reached the same conclusion: Different students favor different approaches to learning. Although research has discredited the “learning styles” and “learning strategies” paradigms, eclecticism is still widely favored. In other words, teachers are urged to teach the same material in a variety of ways until most of their students understand or can use new grammar and vocabulary.

Meanwhile, the polyglot community recommends that independent learners try a variety of courses and methods until they find one(s) they’re comfortable with–and these courses/methods vary over time and from language to language. In other words, a method that worked well for you when you were a beginner might not work well for you as an intermediate student. Likewise, a technique that worked well for learning Spanish might not work well for Russian or Japanese. Experiment, watch YouTube videos in order to learn new methods, expand your horizons, leave your comfort zone–and you will become a better language learner.

With this background of knowledge, what are some ways that audiolingual courses can be adapted by independent learners in order to take advantage of these trends? First, don’t feel constrained to learn a course in the way the author intended. You don’t have to do every exercise in each chapter. You don’t have to memorize every word or understand every grammatical point or pronounce everything perfectly before continuing to the next chapter. Experiment. Change up your methods from time to time. Memorize only words that you are likely to use in conversation.

Recently, I studied from John DeFrancis’ Mandarin Chinese textbooks–but in my own way. The textbooks put the dialog first, but I chose to study other parts of the chapter first (vocabulary and sentence build-ups) and then the dialog. The textbooks and audio were meant to be studied together, but I studied the textbooks first before the audio (because the audio is spoken quickly). The textbooks teach a limited vocabulary in each chapter. I didn’t memorize those words, but looked up words in the dictionary that I wanted to know, memorized those words instead, and made my own sentences using the grammar drills in the textbook with the words I looked up in the dictionary. Also, DeFrancis’ textbooks came in pairs: one textbook using the Latin alphabet (pinyin) and an identical textbook using Chinese characters. I alternated between the two textbooks in a way which made sense to me. All of these adaptations made the course easier and more interesting to me.

In the past, I used the Beginning Japanese audiolingual textbook by Jorden and Chaplin. My focus was mostly on repeating after the audio in order to get used to speaking Japanese at native speed. I also used the audio for listening practice (after reading through the chapter). By simply reading and listening to the dialogs and drills, I received a lot of comprehensible input at native speed. Granted, it’s not compelling input, but it is comprehensible for beginners. My point is, it’s not necessary to speak to benefit from audiolingual courses. You can just read and listen, then just listen.

I also studied the FSI German Basic course. But in this case, my focus was on the dialogs rather than the drills. I printed out a chapter’s dialog, kept it on my desk, and occasionally mumbled a sentence or two until they became easy to say. I resumed my work and later studied another sentence or two. I brought the papers with me to the microwave and studied them while my lunch was cooking. I did not try to study whole chapters, but merely practiced sentences from the dialog to improve my speaking fluency (fluidity).

Although I only studied a few chapters of each of these courses–never finishing any of them–they all helped me to learn these languages. The key was to select a strategy for studying each course rather than feeling obligated to do everything as designed. For example, instead of doing a grammar drill, you can just repeat the correct answers. In the process, you’ll encounter the same grammatical form in many sentences, and this will make the grammar easier to learn.

Another thing you can try is studying a course together with another learner or tutor or language exchange partner (even over Skype, if necessary). In this case, you can create communicative (CLT) activities together. For example, you can take turns asking and answering each other’s questions in order to practice the grammar and vocabulary in the audiolingual course.

As an independent learner, you can decide if and how you will adapt each course, and you can quit at any time and use a different course or method. That’s what it means to be independent. Go be independent!

What is the Audiolingual Method?

Audiolingual courses are extremely dry and tedious by nature, but even completing a few chapters can be helpful.

The Audiolingual Method of teaching languages was popular in the mid-20th Century in the United States. The most well-known examples today are the Foreign Service Institute’s (FSI) courses freely available on the Internet (because their copyrights have expired) or available for purchase from Barron’s “Mastering” series, Monolingual Books, and other sources. But some are university textbooks, such as Modern Russian 1 by Clayton Dawson, et al., Beginning Chinese by John DeFrancis, and Beginning Japanese: Part 1 by Jorden and Chaplin. Many of these courses are taught using the Latin alphabet rather than the language’s writing system, though separate readers are available to learn to read the language.

When completing a course, learners know a thousand or two thousand words and a lot of grammar. They can’t use the language yet (in conversation, for example), but if they continue their studies independently or in a country where the language is spoken, they can allegedly learn very quickly, having already mastered the grammar. That is, they can focus on meaning–having already mastered the form–instead of having to think about both at the same time. In short, a learner using an audiolingual course starts off learning more slowly than someone using a modern method, but has the potential of surpassing other learners later. The tortoise transforms into a hare–eventually, after completing a long, tedious course. I believe it because I learned French grammar first in high school and college and couldn’t use the language, but later I could master French through reading, listening, and conversation and ignore the grammar because I already knew it.

The method was designed to be used with a teacher, a class of students, a textbook, an audio recording with hundreds of hours of audio, a language lab (because MP3 players and smartphones didn’t exist yet, and these courses were originally recorded on reel-to-reel audio tape) and some homework. Nowadays, some ambitious language learners like myself use them independently, but keep in mind that they were intended to be used with the support and guidance of a teacher.

Here’s the method: Memorize one or more dialogs which include examples of the new vocabulary and grammar taught in the chapter. Memorize it really well before continuing through the chapter! The better you memorize it, the less stressful the grammar drills will be. Also read the dialog’s notes and the chapter’s grammar explanations, but only as much as you find them helpful—that is, they aren’t the primary means of learning grammar. Then do a lot of grammar drills with the teacher and again with the audio recordings, using the textbook sparingly. That is, the drills are mostly audio. Everything is spoken at native speed even from the first or second lesson, so that you can get used to the rhythm, accent, intonation, etc. (prosody) and so that you can understand native speakers sooner. At the end of each chapter, for review, the course may or may not direct you to translate sentences and/or engage in extremely limited conversation activities.

The grammar drills are of various types. In Transformation Drills, the teacher or recording says a list of sentences and asks learners to make them negative, change them into questions, or change them in some other way. In Substitution Drills–the most common type–the teacher says a sentence and then a word. The learners take a word out of the sentence and put the new word in, changing word endings as needed to make the new sentence grammatically correct. In Expansion Drills, the teacher starts with a very short sentence, then keeps adding phrases to make longer and longer sentences.

The method is based on the behaviorist approach to psychology: Repetition and correction were believed to be the way to learn any skill, even grammar. Behaviorism is no longer commonly accepted, but the better audiolingual courses continue to be useful nonetheless. They provide many example sentences to demonstrate each grammatical form and force learners to speak and listen at native speed.

There are exceptions–such as the FSI Korean course because of weaknesses in its design and because Korean grammar has actually changed a little in half-a-century. Since FSI courses were designed for foreign service personnel, they use formal registers of speech–which is not a problem in most languages, but I think it is a problem in Korean. Native Korean speakers say they don’t talk anything like the FSI Korean course teaches.

Also, some FSI courses (notably for Portuguese) use a “programmed” method which involves listening to a lot of short language segments and selecting answers in order to make learners notice features in grammar and pronunciation. Programmed courses can still be helpful for complete beginners but they are designed very differently than the courses I’ve been describing. FSI also has pronunciation courses for French and Arabic, which are freely available for download from websites such as Yojik. I’ve never used them, so I can’t review them.

Audiolingual courses are extremely dry and tedious by nature, but even completing a few chapters can be helpful. The Russian grammar I’m the most comfortable with is the grammar I learned from Modern Russian 1. I could understand Japanese native speakers more easily after completing a few chapters of Beginning Japanese: Part 1. And now I’m studying Beginning Chinese because of its use of sentence build-ups to give me practice with very short sentences before I have to learn to pronounce longer ones (and because the course includes optional books which teach Chinese characters gradually with a lot of review).

In a future article, I plan to share ways I adapt audiolingual courses to make them a little closer to a comprehensible input approach, less tedious, and/or more useful as preparation for conversation.