This document discusses the audiolingual method of language teaching. It originated from World War 2 training programs and structural linguistics theory combined with behaviorist psychology. The method focuses on repetition drills, memorization, and aural-oral skills to form mechanical habits. Language skills are taught sequentially from listening, speaking, reading and writing. Teachers use dialogs, drills, and audiovisual equipment while students respond to stimuli with the goal of immediate, accurate speech. The method declined in popularity due to criticisms that its foundations in language and learning theories were unsound and it produced no practical results, replaced later by theories like transformational grammar.

2. BACKGROUND
 Before Second World War : 3 methods;
 Second World War: A.S.T.P
 1.939: University of Michigan: 1st English
Institute. Charles Fries (Director)
 British Oral Approach
 Different names at first; then becomes
the Audio-lingual Method (Professor
Brooks-1964)

3. Audiolingualism:
 The combination of Structural Linguistics theory,
Contrastive Analysis; Aural-oral Procedures, and
Behaviorist psychology.

4. Audiolingualism: Approaches
 Theory of languages:
 Structural Linguistics;
 Important tenet: SPEECH IS LANGUAGE
 Theory of Learning:
 Behaviorism: structure is important.
 Principles:
1) Mechanical habit formation by repetition and
memorization.
2) Aural-oral training is needed.
3) Analogy better than analysis.
4) Meaning of the word learned in context, not in isolation.

5. Audiolingualism: Design
Objectives:
Short-range objectives
Long-range objectives
Syllabus:
 Language Skills taught:
1. Listening;
2. Speaking;
3. Reading;
4. Writing.

6. Activity types
According to Brooks (1964): According to Larsen Freeman
1. Repetition 1. Dialogue memorization
2. Inflection 2. Backward buil-up (expansion)
3. Replacement drill
4. Restatement 3. Repetition
5. Completion 4. Chain
6. Transposition 5. Single-slot substitution
7. Expansion 6. Multiple-slot substitution
8. Contraction 7. Transformation
9. Transformation 8. Question and answer
10. Integration 9. Use of minimal pairs
11. Rejoinder 10. Complete the dialogue
12. Restoration 11. Grammar game

7. Roles and Procedure
Learners: Responding to stimuli
Teacher: Central and Active
Instructional material: tape-recorders; audiovisual
equipment.
Focus: immediate and accurate speech.

8. Decline
Criticism:
 Theoretical foundations unsound in terms of language
and learning theories.
 No practical results.
 Theory of Transformational Grammar
Noam Chomsky.

9. Bibliography:
Approaches and methods in Language Teaching.
J.C. Richards and T.S. Rodgers-
Techniques and Principles in Language Teaching. D.
Larsen Freeman.
Daniela Giorgis
Tamara Pisano