Well prepared & well presented & much appreciated.

2. Audio
Lingual
Method
Presented To:
Ms. Saima Umar
Presented By:
Haseeb
M 3rd
M.A A NUML
Eng

3. Historical Background:
• Audio Lingual Method (ALM) is
the method that was introduced in
the United States in the 1940’s.
• This method is accepted by the
people of other countries and was
introduced in Indonesia in the
1960’s.

4. • Not a lot of Literature in audio
lingual method, and most of the
ideas in this section is adapted
from how to teach foreign
languages e ffectively.

5. Approach:

6. Definition:
• The method of teaching
foreign language in terms of
speaking and listening.
• It is similar to direct method &
also known as AURALORAL
APPROACH.

7. In Practice:
• It focuses on correct imitation of
teacher by the students.
• To get correct output, one
needs(either teacher or students)
correct pronunciation.
• Target language, the only language
to be used in the classroom.

8. Fall From Popularity:
• In 1950’s theoretical Support of ALM
were questioned by Noams
Chomsky.
• Losing its popularity because many
linguistics believe it is marked of
scientific techniques.

9. Key Features:
• It is need based method.
• Situation based grammar &
vocabulary is stressed.
• Little or no grammar is explained in
specific situation.

10. • Use of audio visual aids is
present.
• Great importance is laid on
pronunciation.

11. Strategies using ALM:
• Dialogue Memorization:
–Short conversation between two
or more people.
–Students memorize when dialogue
plays.

12. Backward Build up (expansion) drill:
• Introduced by Larsen Freeman in
1986.
• Main purpose  divide into small
junks.
• Line breakup into several parts.
• Easily understandable.

13. Transformation Drill:
• Change the form method.
• Active  Passive
• Direct  Indirect

14. Chain drill:
• It only talks about one
topic.
• It remains around only one
thing.

15. Single Slot Substitution Drill:
• Fill in the blanks method in single
sentences.
• Students have to substitute the
clue given by teacher.

16. Multiple Slot substitute drill:
•Same as single slot drill.
•More than one slots or
blank places.

17. Question & Answer drill:
• Question answer base.
• Teacher asks a question & students
have to answer very quickly in target
language.
• Students are able to use the target
language.

18. Use of minimal pairs:
• Pair of words.
• Teacher should stress on those
words having same
pronunciation or same
spelling.

19. Situation in Pakistan:
• This method is applying in some
institutes in Pakistan. Some
institutes having high standard
syllabus using this method to
memorize their students lessons at it
initial stages.

20. • Some institutes which are helping
their students to improve their
speaking skills in English Language
are also using this method.
• “A good listener is a good
speaker”

21. Advantages:
• Speaking & listening skills are
improved.
• It follows modern trends regarding
L2 learning.
• ALM falls in the category of ESP
(English For Specific People) which is
a key issue at present in language.

22. Disadvantages:
• Reading & writing skills are
completely ignored.
• Language is taught without rules but
mastering language is rule based.
• It works in one context not I all
contexts.

23. Summary:
• Background:  Method that was
introduced in the United States in the
1940’s. Method is accepted by the
people of other countries and was
introduced in Indonesia in the 1960’s.
• Definition: The method of teaching
foreign language in terms of speaking
and listening.

24. • Fall From Popularity: In 1950’s
theoretical Support of ALM were
questioned by Noams Chomsky.
• Key Features:
–It is need based method.
–Little or no grammar is explained in
specific situation.
–Great importance is laid on
pronunciation.

25. • Strategies using ALM:
–Dialogue Memorization.
–Backward build up drill.
–Transformation drill.
–Chain drill.
–Single Slot situation.
–Question & Answer drill.
–Use of minimal pairs.

26. • Advantages: Speaking & listening skills
are improved. It follows modern trends
regarding L2 learning.
• Disadvantages: Reading & writing
skills are completely ignored. It works in
one context not I all contexts.

27. Conclusion:
• Keeping in mind the above discussion
regarding the importance and drawbacks
of ALM. We can safely say that no
method of teaching a target language is
absolute rather contextual. A teacher
can easily maximum advantages from
handling ALM.

29. THANK YOU