teaching method learning language

1. AUDIOLINGUAL APPROACH
Aulia Rahmi
Bima Trisnu Ardinal
Prima Rahmadia

2. Background of Audiolingual
• American Language Training of World WAR II Soldier
• Army Specialized Training Program (ASTP) in 1942
• 55 Universities of ASTP development to Audiolingual
Method

3. Approach
• Theory of Language
Linguistic Structural
• Theory of Learning
Behaviorism

4. Design
• Objectives
• Short-range
• Long-range
• The Syllabus
Linguistic Syllabus
• Type of Learning and
Teaching Activities
Drills and Pattern
Practices

5. Design
• Objectives
• Short-range
• Long-range
• The Syllabus
Linguistic Syllabus
• Type of Learning and
Teaching Activities
Drills and Pattern
Practices

6. Design
• Learner Roles
• Responding to
Stimuli/ Imitator
• Teacher Role
Stimulator
• The Role of Instructional Media
Tape recorder, language
laboratorium,
Teacher-dominated
method

7. Procedure
1. The modeling of all learnings by the teacher.
2. The subordination of the mother tongue to the second language by
rendering English inactive while the new language is being learned.
3. The early and continued training of the ear and tongue without
recourse to graphic symbols.
4. The learning of structure through the practice of patterns of sound,
order, and form, rather than by explanation.
5. The gradual substitution of graphic symbols for sounds after sounds
are thoroughly known.
6. The summarizing of the main principles of structure for the student’s
use when the structures are already familiar
7. The shortening of the time span between a performance and the
pronouncement of its rightness or wrongness, without interrupting
the response. This enhances the factor of reinforcement in learning.
8. The minimizing of vocabulary until all common structures have been
learned.
9. The study of vocabulary only in context.
10. Sustained practice in the use of the language only in the molecular
form of speaker-hearer-situation.
11. Practice in translation only as a literary exercise at an advanced
level.

8. The Decline of Audiolingualism
• Students unable to transfer skills to real
communication.
• Audiolingual procedure boring and unsatisfying.