The Structure Global Audiovisual Method

The Structure Global Audiovisual Method

by Alonso Perez

​Origins

• It was developped by CREDIF (Centre de Recherche et d’Étude pour la Diffusion du Français) in France.

• Voix et images de France (1960), Bonjour Line (1963-66) and De vive voix (1972) ​

• ​This method belongs to the Audiovisual Methods family: audiolingual method and the situational approach also belong here.

​Context

• The Audiolingual​ Method had introduced an important tool to language classes: the use of audio as a teaching tool.

• ​Christian Puren (1988) "The simultaneous association of sound to image to access comprehension."

• ​A teaching manual could no longer be the idea of one individual but from a group of experts.

• ​France, CREDIF, 1951 G. Gougenheim.

​Context

• ​​Français élé­mentaire premier degré (1954)

• ​Voix et images de France 1er degré (1960)

• ​From that point on, any method developped by the CREDIF had great acceptance in the language teaching world.

The SGAV Method

• ​It was created by the CREDIF, the University of Zagreb (Petar Guberina), and the University of Mons (R. Renard) in the 1950's

​Principles of the SGAV Method

• ​Language is above all a means of oral expression and communication.

• ​Learning must focus on understanding the overall meaning of the structure and is performed through "audio" and "visual" elements.

• ​Starting from recorded dialogues around situational images the learner is led to access a communication situation in a global way.

• There is en emphasis on non-verbal communication.​

• ​There is also emphasis on expressing emotions.

• ​It is only after about sixty hours of class that a transition to written language is made, and this through dictation.

​​Principles of the SGAV Method

• ​Writing is considered to be an activity derived from oral expression. (Writing is not a competence, but a consequence LOLS)

• ​The SGAV method doesn't take into account the language and professional needs nor the real motivations of learners.

• ​The basic language sub-structures are: 1) intonation - rhythm; 2) situation - context, meaning, dialogue; 3) set-phrases, and 4) grammar

​Role of the teacher

• The teacher works as a language model​.

• ​He/She helps students figure out the sense of an image in context.

• ​He/She promotes students' creativity.

• ​He/She projects the images that go with each dialogue.

​Role of the student

• The student has no control of the content seen in the course​. He/She just follows the instructions given by the teacher, but they are active participants.

​A typical class of the SGAV Method

• ​First, the dialogue is presented in situation with the accompanying pictures.

• ​Next, the new elements are ritualized in contexts which are slightly different from the one in which they were presented.

• ​Finally, the language would be fixed through structural exercises – preferably in the language laboratory which is undoubtedly the best known technological aid in foreign language teaching

Open Ended

What kind of media would you use in this method?

​Bibliography

• Sefiu, S., & Oghenefejiro, O. (2012). GLOBAL AUDIO-VISUAL APPROACH FOR COMMUNICATION COMPETENCE AMONG LEARNERS OF FRENCH IN NIGERIA. Journal Of Qualitative Education, 8(2), 1-5. Retrieved 30 September 2021, from https://www.globalacademicgroup.com/journals/qualitative%20education/Salami4.pdf

• ​Petar Guberina and the verbotonal methodSUVAG. Suvag.hr. (2021). Retrieved 30 September 2021, from http://www.suvag.hr/en/guberina/.

• ​Virgili, U. (2021). MÉTODO AUDIOVISUAL. www.grelinap.recerca.urv.cat. Retrieved 30 September 2021, from http://www.grelinap.recerca.urv.cat/ca/projectes/diccionario-historia-ensenanza-frances-espana/entradas/150/metodo-audiovisual.