DEFINITIONS
1. analogy, p. 110
2. behaviorism, p. 105
3. mimicry-memorization, p. 112
4. operant conditioning, p. 106
5. pattern drill, pp. 114-19.
6. stimulus-response psychology, p. 105
DISCUSSION
1. Discuss the implications of the behavioristic model of learning as the concept relates to establishing teaching-learning situations. In what sense is it external and mechanistic? Describe the role of the learner and of the teacher.
2. From your perspective, were the reactions of the audio-linguists against grammar-translation procedures valid or invalid?
3. Summarize the basic concepts of behavioristic psychology and descriptive linguistics. Relate each to goals and practices in contemporary education.
4. Discuss the relationships between behavioristic psychologists, descriptive linguists, and audio-lingual teachers.
5. Outline the guiding principles you would follow and the kinds of activities you would employ in an audio-lingual class.
6. For what types of students and what types of teachers do you think an audio-lingual approach is best suited?
7. Discuss the concept of external choice of stimuli and the reinforcement of desired responses. What types of classroom activities would be utilized to change behavior?
8. What are the characteristics of pattern drills? How and for what purpose are they used in language teaching?
9. Delineate the teacher's responsibility and the text's function in the establishment of second-language habits in an audio-lingual class. What is the student's role?
ACTIVITIES
1. Choose examples of additional audio-lingual drills and bring them to class.
2. Make up some of your own audio-lingual drills.
3. Teach some structure, vocabulary, or phonology to your classmates according to S-R principles for changing behavior.
4. If possible, view and analyze the films Audio-Ungual Techniques for
128 Part One: Theory