The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.

2. AUDIO-LINGUAL
METHOD

3.  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 between
behavioral psychology and linguistic.
 It’s also called “Army method”.

4. AUDIO-LINGUAL
METHOD

5. There are two objectives in this method:
 Short-range objective includes training in
listening comprehension and accurate
pronunciation.
 Long-range objective or the ultimate goal is
to develop the student’s abilities are the
same like what native speakers have, to use
it automatically without stopping to think.

6. AUDIO-LINGUAL
METHOD

7.  Audio-lingual Method(ALM) was
developed in the US during the Second
World War.
 This method is accepted by people of
other countries and was introduced in
Indonesia in the 1960’s.

8. AUDIO-LINGUAL
METHOD

9.  Theory of language
 Theory of language learning

10. AUDIO-LINGUAL
METHOD

11.  Based on the principles of behavior
psychology.
 Spoken form first, written form later.
 Grammar is taught inductively through
drills.

12.  Vocabulary is limited and learned in
context, not in isolation.
 Purpose language is the medium of
instructions.
 New material is presented in dialogue
form.

13.  Teacher-dominated method.
 Correct pronunciation and grammar
emphasized.
 Successful responses are immediately
reinforced.

14. AUDIO-LINGUAL METHOD

15.  All students act in the classroom.
 The stage of the class more interesting
and lively.
 Speaking and listening skills are better
trained.

16. AUDIO-LINGUAL METHOD

17.  Grammar skill untrained.
 Students were not able to transfer skills
to real communication outside the
classroom.
 Many student found boring and
unsatisfying.

18. AUDIO-LINGUAL METHOD

19.  Learner can be directed by skilled
training techniques to correct responses.
 They are reactive role.

20. AUDIO-LINGUAL METHOD

21.  Central and active
 Monitors and correct the learners
performance.

22. AUDIO-LINGUAL METHOD

23.  It is still sometimes used in ESL
classrooms.
 It can be beneficial but should be used
in conjunction with other methods.