On the Teaching of Meaning

Abstract
Perhaps one of the most often criticized parts of the audiolingual method is the dialogue. It is widely claimed that students are able to recite dialogues fluently, with excellent pronunciation (frequently with more than acceptable dramatic ability) and yet are unable to respond in similar situations if the speech of the other participant in the dialogue is at variance with the memorized text. Since, in this case, it is obvious that students have failed to learn to use the foreign tongue as a true means of communications, and have, therefore, little concept of what the dialogue means, the problems present in the teaching of meaning in the dialogue will be used to illustrate the teaching of meaning in general.

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