Audio Lingual Method

1. AUDIO LINGUAL METHOD

2. Theory of language
• The theory of language underlying
Audiolingualism was derived from a view
proposed by American linguists in the 1950s - a
view that came to be known as structural
linguistics.
• Structural linguistics had developed in part as a
reaction to traditional grammar.

3. Audio Lingual Method
• ARMY Method (WWII)
The Army Specialized Training Program (ASTP)
• Similar with Direct Method
• Supported by the theory of B.F. Skinner-
Behaviorism Theory
• Doesn’t use the native language to explain words
or grammar.
• It doesn’t focus on teaching vocabulary
• Students drilled in the use of grammar in the
target language.

4. An Overview
Each teaching method is based on a particular vision of
understanding the language or the learning process,
often using specific techniques and materials used in a
set sequence.
The main methodologies are listed below in
the chronological order of their development:
• Grammar Translation – the classical method
• Direct Method – discovering the importance of
speaking
• Audio-lingualism – the first modern methodology
• Humanistic Approaches – a range of holistic methods
applied to language learning
• Communicative Language Teaching – the modern
standard method
• Principled Eclecticism – fitting the method to the
learner, not the learner to the method

6. • The Direct Method was the outcome of a
reaction against the Grammar Translation
Method. It was based on the assumption that the
learner of a foreign language should think
directly in the target language.
• English is taught through English. The learner
learns the target language through discussion,
conversation and reading in the second
language.

7. The dialogue serves three functions:
• a) illustrates the target structure
• b) illustrates the situation the structure may be
used
• c) provides cultural information for language use
wherever possible.

8. In teaching using Audio-lingual
• 1. It has a clear focus on an English sentence pattern
you are trying to teach and the same sentence
pattern is repeated several times in the dialogue.
• 2. It uses everyday vocabulary that is appropriate for
beginning to intermediate level students.
• 3. There is no other sentence pattern or grammatical
phenomenon that is new to students or more
complicated than the sentence pattern you are
trying to teach.

9. Methodology
Typically, the audio-lingual method includes drills and pattern
repetition. There are four parts to this method.
• Repetition – the students repeat what the teacher says.
Example: Teacher – “I walk to school”. Students – “I
walk to school”.
• Inflection – the teacher says a word, the students say
another form of one of the words back to the teacher.
Example: Teacher – “I walk to school”. Students – “I
walked to school”.
• Replacement – the teacher says a sentence and the
students replace on of the words for a different word.
Example:Teacher – “I walk to school”. Students – “I run
to school”.
• Restatement – the teacher says a sentence and the
students rephrase the sentence. Example: Teacher –
“Tell me to walk to school”. Students – “Walk to school”.

10. Example:
A meaningful drill is one in which there is still control over the response, but
understanding is required in order for the student to produce a correct response
Teacher reads a sentence
I'm hungry.
I'm hot.
I'm thirsty.
• I'm cold.
Student choose a response
I'll get you something to
eat.
I'll turn on the air
conditioning.
I'll get you something to
drink.
I'll turn on the heater.

11. A communicative drill is one in which the type of response is
controlled but the student provides his or her own content or
information.
Teacher reads a
sentence
What time did you get
up on Sunday?
What did you have for
breakfast?
Student completes cues
I got up _____ .
I had _____ .

12. Here is a list of structures you may use:
1. passive voice: The dog bit the child. The child was bitten
by the dog.
2. relative clause: The man who is talking with my dad is my
uncle.
3. present continuous tense: I am cleaning the window.
4. simple future tense: I will visit New York next summer.
5. be going to: I am going to play ping-pong tonight.
6. plural form: There are two books on the table.
7. third person singular: My dad goes to school everyday.
8. present participle phrase modifying a noun: Do you like the
picture hanging on the wall?
9. simple past tense: I watched the game on Saturday.
10. Adjective phrase used as adverbial of place: I play
volleyball near CDV every Friday.

13. THE DECLINE OF AUDIO-
LINGUALISM
• In the1960s many linguists criticized
Audiolingualism, claiming that the theoretical
foundation of this approach is weak and
students were found to be unable to use skills
learned in the classroom in real communication
(Richards & Rodgers, 1987).

14. NOAM CHOMSKY
• The audio-lingual method is no longer a popular
method of teaching English. In the 1950s, may
shortfalls of this method were documented by
popular linguists such as Noam Chomsky.
• The behaviorist psychology to language learning
was also questioned by Noam Chomsky and this
method was quickly phased out.

15. summary
When - 1950-1970, some sporadic or selective
use today
Focus – Sentence and sound patterns
Characteristics – Listening & speaking drills
and pattern practice only in english
Supporters – B.F. Skinner, Leornard
Bloomfield, Charles Fries