The Audio-Lingual Method emerged in the United States after World War II due to a need for language specialists in the military. It was based on behaviorist theory that language learning involves habit formation through repetition and memorization. Under this approach, students learn through drills like repetition, substitution and transformation without understanding the meaning of what they are saying. The teacher controls the class, modeling language and correcting students, while students play a reactive role responding to drills.

1. AUDIO LINGUAL APPROACH
AND
COMMUNITY LANGUAGE
LEARNING
Prepared by Monica San Juan

2. OUTLINE
 Background
 Principles
 Types of Learning and Teaching Activities
 Learner Roles
 Teacher Roles
 Instructional Materials Roles
 Procedure
 Sample Demo

3. AUDIO LINGUAL METHOD

4. BACKGROUND
 Started after II WW, USA.
 In II WW, due to the Pearl Harbour Event,
America had been involved into world
conflicts.
 There were the needs for different
languages specialists in the army.
 First used in National Defense Language
College, USA.
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5. 1ST STEP TOWARDS AUDIOLINGUALISM
 Army Method was
based on Leonard
Bloomfield’s technique
(informant method) of
memorization and
repetition in simple
foreign language
patterns.
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Leonard Bloomfield, 1887 -1949,
American linguist

6. 2ND STEP TOWARDS AUDIO LINGUALISM
 Aural-Oral Approach
 According to Fries,
language should be
taught by using
“intensive oral drilling of
its basic patterns”
(Richards, J.C. et-al.
1987).
 It emphasized proper
pronunciation and
intonation
AudioLingualMethod
Leonard Bloomfield, 1887 -1949,
American linguist

7. EMERGENCE OF AUDIO LINGUAL METHOD
 Behavioral Psychology (B.F. Skinner)
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Stimulus Organism
Reinforcement
No
reinforcement
Response
Behavior

8.  Richards (1987), “this method claimed to
have transformed language teaching from
an art to science, which would enable
learners to achieve mastery of a foreign
Language effectively and efficiently”
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EMERGENCE OF AUDIO LINGUAL METHOD

9. CHARACTERISTICS
 Audio-lingual approach suggests that students
be taught:
 phonology, morphology, and syntax of the
language;
 All these patterns can be learned through
contrastive analysis of the differences between
the native tongue and the target language,
which helps students to acquire new language
easier.

10. PRINCIPLES
1. Foreign language learning is basically a
process of mechanical habit formation.
2. Language skills are learned more
effectively if the items to be learned in the
target language are presented in spoken
form before they are seen in written form.
AudioLingualMethod

11. 3. Analogy provides a better foundation for
language learning than analysis.
4. The meanings that the words of a
language have for the native speaker can
be learned only in a linguistic and cultural
context and not in isolation.
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PRINCIPLES

12. TYPES OF LEARNING
AND TEACHING ACTIVITIES
Drills
1. Repetition
 The student repeats an utterance aloud
as soon as he has heard it. He does this
without looking at a printed text. Sound
and form is important as form and order.
Example:
 I used to know him. – I used to know him.
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13. Drills
2. Inflection
 One word in an utterance appears in
another form when repeated
Example:
 I bought the ticket – I bought the tickets
 He bought the candy – She bought the
candy.
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

14. Drills
3. Replacement
 One word is replaced by another.
Example:
 He bought this house cheap.
- He bought it cheap.
 Helen left early.
- She left early.
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

15. Drills
4. Restatement
 The student rephrases an utterance and addresses it
to someone else, according to instructions.
Example:
 Tell him to wait for you.
- Wait for me.
 Ask her how old she is.
- How old are you?
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

16. Drills
5. Completion
 the student hears an utterance that is
complete except for one word, then
repeats the utterance in completed form.
Example:
 I’ll go my way and you go …
- I’ll go my way and you go yours.
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

17. Drills
6. Transposition
 A change in word order is necessary
when a word is added.
Example:
 I’m hungry. (so) - So am I
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

18. Drills
7. Expansion
 When a word is added, it takes a certain
place in the sequence.
Example:
 I know him. (hardly) – I hardly know him.
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

19. Drills
8. Contraction
 A single word stands for a phrase or
clause.
Example:
 Put your hand on the table.
- Put your hand there.
 They believe that the world is flat.
- They believe it.
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

20. Drills
9. Transformation
 A sentence is transformed by being made
negative or interrogative or through changes in
tense, mood, voice, aspect, or modality.
Example:
 He knows my address.
– He doesn’t know my address.
 Does he know my address?
- He used to know my address.
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

21. Drills
10. Integration
 Two separate utterances are integrated
into one.
Example:
 They must be honest. This is important.
– It is important that they be honest.
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

22. Drills
11. Rejoinder
 The student makes an appropriate rejoinder to a given
utterance. He is told in advance to respond in one of the
following ways.
Example:
 Be polite. (Thank you - You’re welcome)
 Answer the question. (What is your name? – My
name is Smith)
 Agree. (He’s following us. – I think
you’re right.)
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

23. Drills
12. Restoration
 The student is given a sequence of words that
have been culled from a sentence but still hear
its basic meaning. He used these words with a
minimum of changes and additions to restore the
sentence to its original form.
Example:
 Students/waiting/bus
– The students are waiting for the bus.
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TYPES OF LEARNING
AND TEACHING ACTIVITIES

24. LEARNER ROLES
 Organisms that can be directed by skilled
training techniques to produce correct
responses.
 Play a reactive role by responding to stimuli
 Not encouraged to initiate interaction
 Imitating, responding, and performing
controlled tasks
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25. TEACHER ROLES
 Central and active (teacher-dominated method)
 Models the target language
 Controls the direction and pace of learning
 Monitors and corrects the learner’s performance
 Keeps the learners attentive
 Teaches spoken language in dialogue form
 Rewards the students
 Teach a short story
 Establish a cultural island
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26. ROLES OF INSTRUCTIONAL
MATERIALS
 Assist the teacher to develop language mastery
in the learner
 Student handbook is not used in the
elementary phases of a course
 Teacher’s textbooks provide the texts of
dialogues and cues needed for frills and
exercises
 Tape recorders provide accurate models for
dialogues and drills.
 Language laboratory provides the opportunity
for further drill work
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27. PROCEDURES
1. Students first hear a model dialogue
containing the key structures that are the
focus of the lesson.
 They repeat each line of the dialogue, individually
and in chorus.
 The teacher pays attention to pronunciation,
intonation, and fluency.
 Students do not consult their book throughout the
phase.
2. The dialogue is adapted to the students’
interest or situation, through changing certain
key words or phrases.
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28. PROCEDURES
3. Certain key structures from the dialogue
are selected and used as the basis for
pattern drills of different kinds.
4. The students may refer to their textbook,
and follow-up reading, writing, or
vocabulary activities based on the dialogue
may be introduced
 Writing is purely imitative
5. Follow-up activities may take place in the
language laboratory, where further
dialogue and drill work is carried out.
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29. REFERENCE
 Rodgers, J. C. (2001). Audio Lingual
Method. In J. C. Rodgers, Approaches and
Methods in Language Teaching (pp. 50-67).
New York: Cambridge University Press.
 Voronova, A. (2012, March 26). Linguistics
898. Retrieved from Linguistics Website:
linguistics.usask.ca/Ling898/al_slides.pptx