Audio Lingual Method

1. AUDIO LINGUAL METHOD
ARMY METHOD

2. PARROT LEARNING REPEAT
AFTER ME!!!

3. Audio Lingual Method
Audio Lingual Method arose as a direct
result of the need for foreign language
proficiency in listening and speaking skills
during World War II. It is also known as
Army Method.

4. HISTORY OF ALM
The Audio-Lingual method set out to
achieve quick communicative competence
through innovative methods. From about
1947-1967 the Audio-Lingual approach was
the dominant foreign language teaching
method in United States.

5. Theoryof Languagein ALM
The theory of language is structuralism.
According to this theory of language is viewed as a
system of structurally-related elements such as
phonemes,morphemes, word structures and
sentence patterns in order to encode meanings.
Each language has a finite number patterns and the
students should learn them to speak the language
by drills on these patterns. In addition to this,
language is primarily spoken.

6. AIMSOF ALM
 To develop listening and speaking
 To be able to use target language communicatively
 To use language automatically without stopping to
think
 Students are supposed to form new habits in the
target language

7.  Language is primarily speech not writing.
Learners master the spoken form of their mother
tongue long before they learn how to read and
write.
 Language is a sef of habits.
Language could be learned through excesive
repetitions.
 Teach the language not about the language.
Instead of teaching the rules and their exceptions,
structuralists advocated teaching the language itself
through oral practice.

8.  A language is what native speakers say not
what someone thinks they should say.
Structuralists are gave priority to the daily use of
language by native speakers.
 Languages are different.
They strongly objected using students’ L1 in the
classroom in traditional translation exercises. They
rejected the long-standing notion of language
universals.

9. THEORYOF LEARNINGIN ALM
 Learning is based on the principles of Behaviorism;
therefore, language learning is basically defined as
a process of mechanical habit formation.
 Mistakes in this method are unacceptable. Errors
are bad habits.
 The occurrence of these behaviors is dependent on
three crucial elements in learning: stimulus(serves
to reveal to behavior), response(triggered by a
stimulus), reinforcement(encourges the repetition of
response).

11. Objectives of ALM
 The ultimate goal of ALM is gaining proficiency in all
four language skills; listening, speaking, reading,
and writing. This general objective is achieved
through training the learners in sound
discrimination, increasing auditory memory,
emphasizing native-like pronunciation, and
developing accuracy and fluency in a limited portion
of language.
 Meanwhile, the learners find the opportunity to
overlearn the grammatical structures and everyday
life vocabulary items. Reading and writing come
after the oral skills and thus not usually emphasized
until later stages.

12. SYLLABUS
 ALM benefits from an analytic, structure based and
linguistic syllabus to language teaching.
 The syllabus contains key items of phonology,
morphology, and syntax arranged according to their
order of presentation , which may have been
derived from a constractive analysis L1 and L2.

13. TYPES OFLEARNINGANDTEACHINGACTIVITIES
 Dialogues and drills form the basis of audiolingual classroom
practices.
 There are some drills often used:
 Repetition
 Inflection
 Replacement
 Restatement
 Completion
 Transposition
 Expansion
 Constraction
 Transformation
 Integration
 Rejoinder
 Restoration

14. REPETITION DRILL
STUDENTS REPEAT THE UTTERANCES
ALOUD AS SOON AS THEY HEAR IT.

15. INFLECTION
ONE WORD IN AN UTTERANCE APPEARS IN
ANOTHER FORM WHEN REPEATED.
Example :
 I bought the ticket. I bought the tickets.
 He bought the candy. She bought the candy.
 I called the young man. I called the young men.

16. REPLACEMENT
ONE WORD IN AN UTTERANCE IS REPLACE BY
ANOTHER.
EXAMPLE:
 He bought this house cheap. He bought it cheap.
 Helen left early. She left early.

17. RESTATEMENT
THE STUDENTS REPHRASES AN UTTERANCE AND
ADDRESSES IT TO SOMEONE ELSE.
EXAMPLE:
 Tell him to wait for you. Wait for me.
 Ask her how old she is. How old are you?

18. TRANSPOSITION
A CHANGE IN WORD ORDER IS NECESSARY WHEN A
WORD IS ADDED.
EXAMPLE:
 I am hungry. (so). So am I…
 I will never do it again.(neither). Neither will I…

19. EXPANSION
WHEN A WORD IS ADDED IT TAKES A CERTAIN
PLACE IN THE SEQUENCE.
EXAMPLE:
 I know him.(hardly). I hardly know him.

20. CONTRACTION
A SINGLE WORD STANDS FOR A PHRASE OR
CLAUSE.
EXAMPLE:
 Put your hand on the table. Put your hand there.

21. TRANSFORMATION
 A sentence is transformed by being made negative or
interrogative or through changes in tense, mood, voice,
aspect, or modality.
EXAMPLES:
 He knows my address.
 He does not know my address.
 Does he know my address?
 He used to know my address.
 If he had known my address.

22. INTEGRATION
 TWO SEPERATE UTTERANCES ARE INTEGRATED
INTO ONE.
EXAMPLE:
 They must be honest. This is important. It is important
that they be honest.

23. REJOINDER
 THE STUDENT MAKES AN APPROPRIATE REJOINDER
TO A GIVEN UTTERANCE. HE IS TOLD IN ADVANCE
TO RESPOND IN ONE OF THE FOLLOWING WAYS:
BE POLITE
ANSWER THE QUESTION
EXAMPLES FOR BE POLITE:
 Thank you. You are welcome.
 May I take one? Certainly
EXAMPLES FOR ANSWER THE QUESTION:
 What is your name? My name is Smith.
 Where did it happen? In the middle of the street.

24. RESTORATION
 THE STUDENT IS GIVEN A SEQUENCE OF WORDS THAT
HAVE BEEN CULLED FROM A SENTENCE BUT STILL
BEAR ITS BASIC MEANING. HE USES THESE WORDS
MINIMUM OF CHANGES AND ADDITIONS TO RESTORE
THE SENTENCE TO ITS ORIGINAL FORM. HE MAY BE
TOLD WHETHER THE TIME IS PRESENT, PAST, OR
FUTURE.
EXAMPLES:
 Students/ waiting/ bus The students are waiting for the
bus.

25. LEARNER’SROLEIN ALM
 The students are imitators of the teacher as perfect model of
target language.
 They follow teacher's directions and respond as accurately
and as rapidly as possible.
 The students play a passive role or they don't have any
control over the content or the method of learning.

26. TEACHER’SROLESIN ALM
The teacher is like an orchestra leader.
The teacher has an active role in classroom.
The teacher monitors and corrects students'
performance.
The teacher directs and controls the language behaviour
of the students.

27. PROCEDURE
 In a typical audiolingual lesson, the following procedures would be
observed:
 Students first hear a model dialogue containing the key structures
that are the focus of the lesson. They repeat each line of dialogue,
individually and in chorus. Teacher control corrects and mistakes.
 The diologue is adapted to the students’ interest or situation.
 Certain key structures from the diologue are selected and used as
the basis for pattern drills of different kinds.
 The students may refer to their textboox, and follow up reading,
writing or vocabulary activities based on the dialogue may be
introduced.
 Follow-up activities may take place in the language laboratory, where
further dialogue and drill work is carried out.

28. DECLINE OF ALM
 The audio Lingual Method was declined because of Noam
Chomsky's revelation, that language is not acquired by
imitate behavior. Therefore, the whole idea of the method,
that learners are only imitate and learn from what they hear, is
wrong. These revelations created a crisis in the American
language teaching.

29. AUDIO-LINGUAL
METHOD
(ARMY METHOD)
Parrot
learning
Structuralism
And
Behaviorism
Habit
formation
Stimula
Response
Reinforcement
(NO ERRORS)
Dialogue/
Drills
Repetition
Imitation
Memorization
(over-learn)
Teacher= Leader
Student=Imitator