The Structure Global Audiovisual Method

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.

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.

​​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.

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

​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.

​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

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.

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.

​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

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.