The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.

1. .

3.  1. Language forms occur most
naturally within a context “
dialogue”.
 The native language and the target
language have separate linguistic
systems , they should be kept apart
not interfered . So teachers use only
the target language.

4. One of the language teacher's major
2.
roles is that of a model of the target
language. Teachers should provide
students with a native-speaker-like
model. By listening to how it is
supposed to sound, students should be
able to mimic the model.

5. 3. Language learning is a process
of habit formation. The more
often something is repeated, the
stronger the habit and the
greater the learning (The
students repeat each line of the
new dialogue several times).

6. 4. It is important to prevent
learners from making errors.
Errors lead to the formation of
bad habits. When errors do
occur, they should be
im-mediately corrected by the
teacher.

7. 5. The purpose of language
learning is to learn how to use
the language to communicate
(The teacher initiates a chain
drill in which each student
greets another).

8. 6. Positive reinforcement helps the
students to develop correct habits
(The teacher says, "Very good,"
when the students answer correctly).
7. The major objective of language
students should learn to respond to
both verbal and nonverbal stimuli
(The teacher uses spoken cues and
picture cues).

9. 8. Each language has a finite
number of patterns.
Pattern practice helps students to
form habits which enable the
students to use the patterns.
Ex. Transformation or question and
answer

11. 11. The major objective of language teaching
should be for students to acquire the structural
patterns. New vocabulary is introduced
afterwards.
12. It is important to prevent learners from
making errors. Errors lead to the formation of
bad habits. When errors do occur, they should
be im-mediately corrected by the teacher.


12. 13. The learning of a foreign languages should
be the same as the acquisition of the native
language. We do not need to memorize rules in
order to use our native language.
So , no grammar rules are given but, taught
through examples and drills.

13. 14. The major challenge of foreign
language teaching is getting students to
overcome the habits of their native
language. A comparison between the
native and target language will tell the
teacher in what areas her students will
probably experience.

14. 15. Language cannot be separated from culture.
Culture is not only literature and the arts, but
also the everyday behavior of the people who
use the target language. One of the teacher's
responsibilities is to present information about
that culture.
16. The natural order of skill acquisition is
listening, speaking, reading and writing.


15.  Dialogue Memorization
 Backward Build-up (Expansion) Drill
 Repetition Drill
 Chain Drill
 Single-slot Substitution Drill
 Multiple-slot Substitution Drill
 Transformation Drill
 Question-and-answer Drill
 Use of Minimal Pairs
 Complete the Dialogue
 Grammar Game

16.  Students are given a short dialog to memorize
then they must use mimicry and applied role
playing to present the dialog.

17.  : Provide students with the sentence fragments found
in the materials section. Students repeat each part of
the sentence starting at the end of the sentence and
expanding backwards through the sentence adding
each part in sequence

18.  : The teacher provides a question which must be
transformed into a statement. An extension of this
activity is to have the students make a question out of
a statement.

19. : Using any piece of literature at the students' reading 
level, read the piece aloud several times. Have the
students write down what they hear. The idea is to
write what they have heard as literally as possible.

20.  : A chain of conversation forms around the room as the
teacher greets or questions a student and that student
responds then turns to the next student and greets or
asks a question of the second student and the chain
continues.

21.  : The teacher picks a category, such as the
supermarket. Then the first student says, "I am going
to the supermarket. I need a few apples." (The first
student names something beginning with A.) The
second student says, "I am going to the supermarket. I
need a few apples and I need a few bananas." The
game continues in this manner with each consecutive
student adding an item beginning with the next letter
after repeating the items named before their own.

22.  I’m going to the post office

23. Multiple-slot Substitution Drill
To give cue phrases, one at time, that fits
into different slots in the dialogue line.
To recognize what part of speech each cue
is and make any other changes, such as
subject-verb agreement.
To fit cue phrase into line where it belongs
and to say the line loudly.

24. I’m going to the post office.
She
She is going to the post office
The park
She is going to the park
They
They are going to the park
………….

25.  To change a certain kind of sentence pattern
to another form.
 to transform an affirmative S. into a
negative S.
 to transform a statement into a question.
 to transform an active S. into a passive S.
 to transform a direct speech into reported
speech

26.  Students practice the target
language with answering
questions and the question
patterns.
 Students answer the teacher’s
question quickly.

27. 1. introduces a new dialog (p36)
2. uses a backward build-up drill
3. uses a repetition drill (group)
4. initiates a chain drill (individual)
5. leads a single-slot substitution drill (replaces a word or
phrase = cue) (shows pictures)
6. praise the class during the practice

28. 1. reviews the dialog
2. expands upon the dialog by adding a few lines.
3. drills the new lines and introduces new vocabulary (p.41)
4. works on the mass and count nouns (a little/a few)
5. uses contrastive analysis (correct the pronunciation) (use of
minimal pairs)

29.  Teachers want their students to be able to use the target
language communicatively.
 Overlearning →automatically without stopping to think
 Forming new habits through overcoming the old habit.

30.  teacher's role is central and active; it is a teacher-
dominated method. The teacher models the target
language, controls the direction and pace of learning, and
monitors and corrects the learners' performance.
 The teacher must keep the learners attentive by varying
drills and tasks and choosing relevant situations to
practice structures. The teacher is like an orchestra leader.
 Providing students with a good model for imitation.

31.  Learners are viewed as organisms that can be directed by
skilled training techniques to produce correct responses. In
accordance with behaviorist learning theory, teaching
focuses on the external manifestations of learning rather
than on the internal processes.
 Learners play a reactive role by responding to stimuli, and
thus have little control over the content, pace, or style of
learning. The fact that In the early stages learners do not
always understand the meaning of what they are repeating
is not perceived as a drawback, for by listening to the
teacher, imitating accurately, and responding to and
performing controlled tasks they are learning a new form
of verbal behavior.

32.  New vocabulary and structural patterns are presented
through dialogs.
 Dialogs– learning through imitation and repetition
 Positively reinforced
 Grammar is induced from the examples.

33.  Interaction is teacher-directed
 Student-student interaction →Chain drills and dialogues

34.  The view of language → be influenced by descriptive linguists.
 Each level( phonological, morphological…)has its own
distinctive patterns.
 Everyday speech is emphasized.
 The level of complexity of the speech is graded.

35.  Vocabulary is kept to a minimum while the students are
mastering the sound system and grammatical patterns.
 The natural order of skills presentation is adhered to :
listening, speaking, reading, and writing.
 The oral/aural skills receive most of the attention .

36.  The habits of the students’ native language are thought to
interfere with the students’ attempts to master the target
language.
 The target language is mostly used in the classroom
instead of the native language.

37. →each question on the test would focus on only one point of
the language at a time.
Ex: students might be asked to distinguish between words in
a minimal pair.

38.  Students errors are to be avoided if at all possible through the
teacher’s awareness of where the students will have difficulty
and restriction of what they are taught to say.