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1. ADIOVISUAL METHOD
Mid 1960's - three new technological aids came into general use in the classroom-language
laboratory, portable tape-recorder and film-strip projector. All these were greeted with
euphoria in all modern language departments. Extensive use of tapes and equipment was
revolutionary for language teachers. Instead of buying sets of books to equip a class,
teachers were demanding most expensive boxes of film-strips and sets of tapes. Blackout
facilities and electric points had to be installed.
Potential offered to language teaching by tape-recorder was enormous - now possible to
bring native speaking voices into classroom. Editing and self-recording facilities now
available. Tapes could be used with tape recorder or in language laboratory. Early audio-
visual courses consisted of taped dialogues, accompanied by film -strips which were
designed to act as visual cues to elicit responses in the foreign language.
Most audio-lingual courses consisted of short dialogues and sets of recorded drills. Method
was based on a behaviourist approach, which held that language is acquired by habit
formation. Based on assumption that foreign language is basically a mechanical process
and it is more effective if spoken form precedes written form. The stress was on oral
proficiency and carefully- structured drill sequences (mimicry/memorisation) and the idea
that quality and permanence of learning are in direct proportion to amount of practice
carried out.
But early enthusiasm for audio-visual materials and language laboratory soon cooled as
teachers gradually recognised limitations of this approach.
Disadvantages of Audio-Visual/Audio-Lingual Method
1 Basic method of teaching is repetition, speech is standardised and pupils turn into
parrots who can reproduce many things but never create anything new or
spontaneous.

2. Pupils became better and better at pattern practice but were unable to use the
patterns fluently in natural speech situations.
2 Mechanical drills of early Audio-Visual approach criticised as being not only
boring and mindless but also counter-productive, if used beyond initial introduction
to new structure.
3 Audio-Visual materials were open to same sort of misuse. Tendency to regard
audio-visual materials as a teaching method in themselves, not as a teaching aid.
4 Soon became clear to teachers that audio-visual approach could only assist in
presentation of new materials. More subtle classroom skills were needed for pupils
to assimilate material and use it creatively. This final vital phase was often omitted
by teachers.
New technology caught publishers and text-book writers unprepared - very few
commercial materials were available in the early stages. Those that did exist
stressed oral and aural skills and didn't develop reading and writing skills.
6 New materials necessitated extensive use of equipment with all associated
problems of black-out, extension leads, carrying tape-recorders from classroom to
classroom. Some schools set up Specialist- Language rooms, but teachers still had
to set up projectors and find places on tape. Equipment could break down, projector
lamps explode, tapes tangle - not sophisticated equipment of today. Hardware
involved extra time, worry and problems, and, for these reasons alone, its use
gradually faded away.
7 Series of classroom studies threw doubt on claims made for language laboratory.
Showed that this costly equipment did not improve performance of 11+ beginners,
when compared with same materials used on single tape-recorder in classroom.

3. But Audio-Lingual/(Visual approach did mark start of the technological age in language
teaching and it did introduce important new elements Emphasised need for visual
presentation and possibility of eliciting language from visual cues. It placed far more
weight on use of foreign language in classroom by both teacher and pupil, and the language
used was of far greater practicality.
More gifted and energetic teachers used new courses with great success - moved forward to
open-ended question and answer work and extended dialogue, designed own supplementary
materials, exercises and worksheets.
However, generally teachers were disillusioned and dissatisfied with the new methods - at a
time when whole secondary education was being reorganised with advent of
comprehensive schools.
THE AUDIOVISUAL METHOD Description The audiovisual method is a method which
refers to both sound and pictures which is typically in the form of slides or video and
recorded speech or music; all is visual presentations that are shown by the teacher to the
students. It can be called as a new trend because technology is used in this method such as,
computers, televisions, language laboratories or the others which can support the teaching
learning process in order to improve students’ skills. There are two categories: Simple
visual aids It can be blackboard, bulletin board, funnel board, charts, diagrams, graphs,
posters, maps, pictures, etc. Advanced visual aids It can be video, filmstrip, televisions,
etc. It means the devices that can be used in this method are related to the ears and eyes.
This method is most effective when the information is contained systematically organized.
Break information into smaller chunks and grouping similar pieces together to help
students connect and store information more efficiently. In this case, the teacher has to
consider presenting the most important key points during the first part of the lesson, when
their attention is at full capacity. This is related to a type of multiple intelligences which
human has; it is visual intelligence which focuses on the ability of visualization. Principle

4. feature A visually presented scenario provides the chief means of involving the learner in
meaningful utterances and contexts. Sources Voix et Images de France (CREDIF 1961)
describes this method. On the other hand, Renard and Heinle (1969), CREDIF (1971), and
et Visage de la France (Heinle et al. 1974) reflect the more rencet developments of this
method. History In the fifties in France at the Centre de Recherche et d’Etude pur la
Diffusion du Francais (CFEDIF) this method was developed by a team directed by
Guberina and Rivene. o Voix de Images de France is a France course for adult beginners
o Bonjour Line is an equivalent programme for young children. o De vive voix is a revised
version of Voix de Images de France In America (Renard and Heinle 1969) and in the
U.K. (Gross and Mason 1965), adaptations of some programme were produced. In
Canada, a newer programme was produced under the title of dialogue Canada (Commission
de la function publique 1974-77) which was prepared for the use of Canadian government
language schools. This method widely known through teachers’ courses in which
originally a rigid training in the principles of the audiovisual method and its application
was given. Objectives Several stages which visualize language learning: • Involving to
which the audiovisual method is particularly applicable in which the learner becomes
familiar with everyday language as defined in francais fundamental (the first stage which
for the method is intended) • Involving the capacity to talk more consecutively on general
topics and to read non-specialized fiction and the newspaper (the second stage) • 
Interviewing skills  Communication skills Involving the use of more specialized
discourse of professional and other interests (the third stage) This method has been used for
improving: Customer-service skills  The ability to remember information Illustrating
how procedures should be followed The ability to visualize something The visual
intelligence The objectives will be gained if the teacher is good at performing the materials
which are supported by attractive techniques and many tools which are related to the
lesson. The first thing that must be done is the teacher has to be able to be a good motivator
to the students so that they will enjoy studying. Besides, the teacher also applies the other
roles of teacher such as; observer, facilitator, prompter, assessor, etc. Technique Technique
is a procedure or way something is done. Teaching technique is a way of teaching the
materials to the students. The steps of technique in this method; The visual image and
spoken utterance complement each other and constitute jointly a semantic unit. It is the

5. beginning of the lesson through the filmstrip and tape presentation. The sound recordings
provide a stylized dialogue. A filmstrip frames corresponds to an utterance. In the second
phase, the teacher explains through pointing, demonstrating, selective listening, question
and answer. In the third phase, the dialogue is repeated several times and memorized by
frequent replays of the tape-recording and the filmstrip, or by language laboratory practice.
In the next stage (the development phase), students are gradually emancipated from the
tape and filmstrip presentation; for example, the filmstrip is now shown without the tape
recording, and the students are asked to recall the commentary or make up their own; or the
subject matter of the scenario is modified and applied to the student himself, his family or
friend, by mean of question and answer or role playing. Besides this through treatment of
the dialogue situation. Another way, the teacher can use mind map which discuss
something in general to the more specific one. Theoretical assumptions It includes: The
audio visual method seeks a basis in linguistics. The visual presentation is intended to
simulate the social context in which language used. The assumed learning process of this
method has an affinity with Gestalt psychology. It proceeds from total view of the situation
to particular segments of language. Therefore, the learner is encouraged to absorb in a
global fashion the utterances he hears on the tape in the context he sees on the screen, in
other words, not to analyze. Assessment The method represents a distinctive-modern
attempt to come grips with the problems of language learning. It has attempted to place
language learning into a simplified social context and to teach language from outset as
meaningful spoken communication. The first criticism is the visual filmstrip image is no
guarantee that the meaning of an utterance is not misinterpreted by learner.  The material
is presented in visual form The second criticism is the rigid teaching sequences imposed
by this method are based on entirely unproved assumption about learning sequences.
Characteristics of the Audiovisual Method There are some characteristics of this method;
There is dependence on mimicry and memorization of set phrases Structures are
sequenced by means of contrastive analysis taught one at a time  Vocabulary is strictly
limited and learned in context  There is little or no grammatical explanation. Grammar is
taught by inductive analogy rather than by deductive explanation Structural patterns are
taught using repetitive drills There is much use of tapes, language labs, and visual aids

6. Great importance is attached to pronunciation Very little use of the mother tongue by
teachers is permitted There is a great effort to get students to produce error-free utterances
Therefore, this method is enjoyable. It is an interesting thing that students study through
visualization. It seems they are watching television even though they do not watch their
favorite television program because they actually watch the lesson which is shown
as video.Successful responses are immediately reinforced