The Audiolingual Method emerged in the late 1950s in response to the need to improve foreign language teaching in the US. It drew on linguistics, behaviorism, and the Army Language School's approach. The method focuses on oral proficiency through repetition and pattern drills without explanation. Students are expected to mimic the teacher and avoid using their native language. Interaction is teacher-directed with an emphasis on habit formation to learn grammar implicitly.

1. AUDIO-LINGUAL
METHOD
IKFI MAWARIDA AH 113411003
MARIA ULFAH 113411005
NUR FAIDATUN NAIMAH 113411033

2. THE HISTORY OF AUDIO-LINGUAL METHOD
The emergency of the Audiolingual
Method resulted from the increased
attention given to foreign language
teaching in the United States toward the
end of the 1950s. The need for a radical
change and rethinking of foreign
language teaching methodology (most of
which was still linked to the Reading
Method) was prompted by the launching
of the first Russian satellite in 1957.

3. The U.S. government acknowledged the need for a more intensive effort to teach
H foreign languages in order to prevent Americans from becoming isolated from
scientific advances made in other countries. The National Defense Act (1958),
I among other measures, provided funds for the study and analysis of modern
languages, for the development of teaching materials, and for the training of
teachers.
S Teachers were encouraged to attend summer institutes to improve their
knowledge of foreign languages and to learn the principles of linguistics and the
T new linguistically based teaching methods. Language teaching specialists set
about developing a method that was applicable to condition in U.S. colleges and
university classrooms. They drew on the earlier experience of the army programs
O and the Aural-Oral or Structural Approach developed by Fries and his colleges,
adding insights taken from behaviorist psychology. This combination of
R structural linguistic theory, contrastive analysis, aural-oral procedures, and
behaviorist psychology led to the Audiolingual Method.
Y

4. THE PRINCIPLES
• THE GOALS OF TEACHERS WHO USE THE AUDIO-LINGUAL METHOD?
1. Able to use the target language communicatively
2. Learn to use language auctomatically without stopping to think
3. Using this method, students are supposed to form new habit in the target language
• THE RULE OF THE TEACHER
• The teacher is like an orchestra leader, directing and controlling the language behavior of the students and
also, responsible for providing her student with a good modal for imitation
• THE RULE OF STUDENT
 They are imitators and having to follow the teacher direction and respond as accurately and as rapidly as
possible
• THE CHARACTERISTICS OF THE LEARNING PROCESSES
 New vocabulary and stuctural patterns are presented through diologue
 The dialogue including grammar and pattern in the sentence are learn through immitation and repetition
 Drill
 Reading and written work is based upon the oral-work

5. • THE EMPHASIZING
Vocabulary, mastering system and grammatical patterns are kept in it. The natural
order of skill presentation is adhered to listening, speaking, reading, and writing
• THE ROLE OF STUDENTS’ NATIVE LANGUAGE
The habbits of students’ native language are thought to interfere with the students’
attempts to master the target language. Therefore, the target language is used in the classroom,
not the students’ native language. A contrastive analysis between the students’ native language
and the target language will reveal where a theacher should expect the most interference.
• ACCOMPLISHING
each question the test would focus on only one point of the language at a time. Students might
be asked to distinguish between words in minimal pair, for example, or to supply an apropriate
verb form in a sentence
• THE TEACHER`S RESPOND TO THE STUDENT ERRORS
student 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 thought to say.

6. THE PRINCIPLES
• THE NATURE OF STUDENT-TEACHER AND STUDENT-STUDENT INTERACTION
 There is student – to – student interaction in chain drills or when
students take different roles in dialogue, but this interaction is teacher-
directed. Most of the interaction is between teacher and students as is
initiated by the teacher.
• THE LANGUAGE AND THE CULTURE VIEWED
o The view of language has been influenced by descriptive linguists
o The view of culture in this method is how the culture consist of the
everday behavior and lifestyle of the target language speaker
• Solving a math problem, such as estimating the number of beans in a jar.
• Writing an encouraging letter to their child.
• Going on a classroom scavenger hunt for their child's work, the books their
child likes best, and messages from their child.

7. Types of learning and teaching
activities
Dialogues and drills form the basis of Audiolingual classroom practices.
Dialogues are used for repetition
and rnemorization. Correct pronunciation, stress, rhythm, and intonation
are emphasized.. After a dialogue has been presented and memorized,
specific grammatical patterns in the dialogue are selected and become
the focus of various kind of drill and pattern-practice exercises

8. Approach and method in learning
The use of drills and patterns practice are the
distinctive features of the Audio-Lingual
method. These are some kind of drills often
used: • EXAMPLES
1. Repetition.
T : I used to know him.
The students repeats an utterance aloud as
soon as they have heard it. they do this S : I used to know him.
without looking at a printed text. The
utterance must be brief enough to T : I used to know him years ago
retained by the ear. Sound is as important
as form and order. S : I used to know him years ago when
we were in school.
EXAMPLE
This is the seventh month. -This is the seventh
month. After a student has repeared an
utterance, he may repeat it again andadd
a few words, then repeat that whole
utterance and add more words.

9. 2. Inflection. One word in nn utterance appears 4. Restatement
in another torm when repeated. EXAMPLES:
The student rephrases an
 I bought the ticket. - I bought the tickets.
utterance and addresses it to
 He bought the candy -She bought the candy.
someone else, according to
 I called the young man. -I called the young
instructions.
men
EXAMPLES:
3. Replacement. One word in an utterance is T: Tell him to wait for you.
replaced by another , EXAMPLES. S: Wait for me.
 He bought this house cheap. -He bought it
clieap
T : Ask her how old she is
 Helen left early -She left early. S : How old are you?
 They gave their boss a watch. -They gave T : Ask Jecky when he began
him a watch S : Jecky, when did you begin?

10. 5. Completion 7. Transposition.
The student hears an utterance that is A change in word order is necessary
complete except for one word, then repeats when a word is added.
the utterance in completed form.
EXAMPLES :
EXAMPLES :
 i'm hungry. (so). -So am I
T : I'll go my way and you go......
 i'll never do it again. ( neither ). -
S : I’ll go my way and you go yours. Neither will I
T : We all have . . . own troubles. 8. Contraction
S : We al1 have our own troubles A single word stands for a phrase or
6. Expansion clause.
When a word is added it takes a certain EXAMPLES :
place in the sequence.  Put your hand on the table.
EXAMPLES : - Put your hand there
 1 know him. (hardly). -I hardly know him.  They believe that the earth is flat
 1 know him. (well). -1 know him well - They believe it

11. 9.Transformation 11. Rejoinder
A sentence is transformed by being made negative or The student make an apropriate rejoinder to a
interrogative or through changes in tense, mood, voice, given utterance. He is told in advance to respond
aspect, or modality. in one of the following ways:
EXAMPLES :  Be polite.
 He knows my address.  Answer the question.
 He doesn't know my address.  Agree.
 Does he know my address?  Agree emphatically.
 He used to know my address.  Express surprise.
 If he had known my address.  Express regret.
 Disagree.
10. Integration  Disagree emphatically.
Two separate utterances are integrnted into one.  Question what is said.
EXAMPLES :  Fail to understand.
 They must be honest. This is irnportant.  Be polite
- It is important that they be honest. EXAMPLES.
 I know that man. He is looking for you.  Thank you. -You're welcome.
- I know the man who is looking for you  May 1 take one? -Certainly.
ANSWER THE QUESTION
 What is your name? -My name is Sri.
 Where did it happen? -1n the middle of the street

12. 12. Restoration
The student is given a sequence of words that have
been culled from a sentence but still bear its basic
meaning. He uses these words with a minimum of
changes and additions to restore the sentence to its
original form. He may be told whether thc tinic is
present, past, or future.
EXAMPLES :
 students/waiting /bus
- The students are waiting tor the bus.
 boys/build/house/tree
-The boys built a house in the tree