The document discusses the Audio-Lingual method of foreign language teaching, which emphasizes spoken language practice through repetition drills and discourages use of the native language. It originated during World War II to quickly teach soldiers basic communication skills. Key characteristics include a focus on behaviorist learning principles, inductive grammar instruction, and using dialogues and drills for oral practice.

2. AUDIO LINGUAL METHOD

3. Presented to:
Sir Arfan Lodhi
Presented by:
 Sidra Safder
 Irum zafar
 Azra Nadeem
 Nadia Afzal
 Razia Parveen
 Tanzeela Rehman

4. Introduction
 The Audio-lingual Method is a method of foreign language
teaching which emphasizes the teaching of listening and
speaking before reading and writing. It uses dialogues as the
main form of language presentation and drills as the main
training techniques. Mother tongue is discouraged in the
classroom.
 the audio-lingual method advised that students should be
taught a language directly, without using the students‘ native
language to explain new words or grammar in the target
language. However, unlike the direct method, the audio-
lingual method did not focus on teaching vocabulary. Rather,
the teacher drilled students in the use of grammar.

5. origin
The birth of the Audio-lingual method was the
outbreak of World War II, which created the need to
post large number of American servicemen all over
the world. It was therefore necessary to provide these
soldiers with at least basic verbal communication
skills. Unsurprisingly, the new method relied on the
prevailing scientific methods of the time, observation
and repetition, which were also admirably suited to
teaching in masses.

6. Characteristics of AUDIO LINGUAL
METHOD
 Based on the principles of behavior psychology.
 Spoken form first, written form later.
 Grammar is taught inductively through drills.
 Purpose language is the medium of instructions.
 New material is presented in dialogue form.

7. Characteristics of AUDIO LINGUAL
METHOD
 Vocabulary is limited and learned in context, not in
isolation.
 Teacher-dominated method
 Correct pronunciation and grammar emphasized.
 Successful responses are immediately reinforced.

8. Characteristics of AUDIO LINGUAL
METHOD
 Memorization and pattern drills are the practice techniques
that are emphasized.
 Correct pronunciation, stress, rhythm
 Language forms occur within a context.
 Positive reinforcement helps the student to develop correct
habits.

9. Methodology
There are 4 parts to the Audio Lingual method.
 Repetition
 Inflection
 Replacement
 Restatement

10. Repetition
The students repeat what the teacher says:
Teacher: I want to buy some fruit.
Students: I want to buy some fruit.
The students copy the teacher word for word.

11. Inflection
The teacher says a word or sentences, the students change
the form!
Teacher: I want to buy some fruit.
Students: I wanted to buy some fruit.

12. Replacement
The teacher says a sentence and the students replace a word
in the sentence.
Teacher: I want to buy some bananas.
Students: I want to buy some apples.

13. Restatement
The teacher says a sentence and the students rephrase the
sentence.
Teacher: Tell me to speak louder!
Students: Speak Louder!

14. ADVANTAGES OF THE AUDIO-LINGUAL METHOD
 All students act in the classroom.
 The stage of the class more interesting and lively.
 Speaking and listening skills are better trained.
 The Audio-lingual Method is said to be the best approach for beginning level foreign
classes.
 It aims at developing listening and speaking skills, which constitutes a step away from
the Grammar Translation Method.
 It paved the way for the development of Communicative Language Teaching (CLT),
which has been seen as a response to the Audio- lingual Method
 It popularized the use of visual aids.

15. DISADVANTAGES OF THE AUDIO-LINGUAL METHOD
 Grammar skill untrained.
 Students were not able to transfer skills to real communication outside the
classroom.
 Many student found boring and unsatisfying.
 This is a teacher-centered method. The ALM makes considerable demands upon the
teacher.
 The basic steps of imitation, repetition, and reinforcement turns students into
parrots who can produce many good utterances but never create anything new.
 Students lacked an active role in the classroom
 Very little attention is paid to communication and content.

16. LEARNER’S ROLE
Students are imitators of the teacher's model or the tapes she supplies of
model speakers. They follow the teacher's directions and respond as
accurately and as rapidly as possible.
TEACHER’S ROLE
The teacher is like an orchestra leader, directing and controlling the
language behavior of his/her students. He/She also is responsible for
providing his/her students
with a good model for imitation.

17. Present Day Use
 This method has been scientifically discredited.
 It is still sometimes used in ESL classrooms.
 It can be beneficial, but should be used in conjunction with other methods.
Noam Chomsky’s rejection of ALM
 He rejected this approach.
 His theory of transformational grammar said that language is creative and generated,
not a habit.
 Language derives from innate aspects of the mind and from how humans process
experience through language.

18. Final Conclusion...
Audio lingualism holds that language learning is like other forms of
learning.
That is the reason why, it stresses the mechanistic aspects of language
learning and language use.

19. activity
 Salesman: knocks the door
 Women: good morning
 Salesman: good morning madam, would you like to have the
cleanest house in the town?
 Women: yes! Off course I would,
 Salesman: then madam! You need the amazing vacuum cleaner
 Women: no I don’t
 Salesman: what!!! Why not?
 Women: because my husband does the cleaning in our house.
 Salesman: ooohhhh!!