The Audio Lingual Method is a language teaching method developed in the 1940s-1950s that emphasizes listening and speaking skills through repetition drills. It was influenced by behavioral psychology and linguistics. Students repeat grammatical patterns and common dialogues after the teacher without using their native language in class. The goal is for students to learn the structures and patterns of the language through imitation and habit formation so they can communicate in everyday situations. However, it is criticized for not developing understanding, spontaneous speaking ability, or attention to content.

1. Provided by: Mohammad
Tavakoli & Javad Taghiyan
Powerpoint presentation by:
AliReza Sadeghiyan
(www.AALIREZA.IR)

2.  The Audio Lingual Method is a method for
foreign language teaching which emphasized
the teaching of listening and speaking before
reading and writing.
 This method is combination of behavioral
psychology and linguistic.
 It’s also called “Army Method” because is
appeared since the world war II for the
american armies who had to learn
language quickly and intensively.

3. Mother tonque is discouraged in the classroom
when this method is used.The Audio Lingual
Method does not learn lots of
vocabulary.Rather the teacher drills speaking
and grammer because in this approach
,grammer is the most important for the
student.In other word,students must repeat
grammer pattern after teacher.

4. The ALM was widely used in the
1950s and 1960s.and the
emphasis was not on the
understanding of words,Rather
on the acquisition of structures
and patterns in common
everyday dialogue.

5.  The general goal of the ALM is to enable
the target language communicatively.
 This method relies on repetition drills and
as a result it is used to teach large number
of students at the same time.

6. Typically,The ALM includes repetiotion
drills and patterns.It has 4 parts:
 Repetition
 Inflection
 Replacement
 Restatement

7.  Learners be able to speak the target
language communicatively.
 Learners have no difficultiues in
undrestanding the lesson as it is carried
out in the mother tongue.
 Learners are able to give correct response
directly
 Learners are more concerned about
combination of behavioral psuchology and
linguistic

8. Speaking or any kind of
spontaneous creative output is
missed from the curriculum.
Students are lack of active roles in
the classroom
Very little attention is paid to
content
Process of learning only focuse on
speaking