The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.

1. Audio-Lingual
Method
Prepared by: SAJIDA MALIK
ELT Semester ll
Mentor:
Muhammad Talha Saleem

2. Background:
• The revolution, after Direct Method,
in terms of language teaching methodology
coincided with World War II, when America
became aware that it needed people to learn
foreign languages very quickly as part of its
overall military operations.
• Flourishing period was 1950’s to 1960’s
yet it is being used in some of the programs.

3. Objective:
 Is to get accurate
Pronunciation and grammar,
the ability to respond quickly and accurately
in speech situation and knowledge of
sufficient vocabulary to use with grammar
pattern.
 The teacher uses with only the target
language in classroom.
 Actions, pictures or realia are used to gain
meanings.

4.  Teachers should be monolingual, bilingualism
is discouraged in ALM.
 The language being studied through extensive
repetition and a variety of elaborate drills.

5. Establishment of
institute:
University of Michigan was the 1st American
Institute for ESL learners.

6. • Established in 1941 in USA.
• Structural Linguist “CHARLES CARPENTER
FRIES” was the 1st director of the said
institute. (1941-1956)
• Current director “DIANE LERSEN FREEMAN.
(2002-cont)

7. Prominent Elements:
• Audio-Lingual Method is an oral-based
approach.
• Based on behavioural psychology of language
learning. " (Brown 1994:57)
• Conditioning →helping learners to respond
correctly to stimuli through shaping and
reinforcement.
• Students are drilled in the use of grammar
inductively.
(Audio-Lingual Method)

8. • Dialogues are the main form of Language
presentation.
• L 1 is discouraged in classroom.
• Habit is formed by means of repetition and
other mechanical drills.
• Natural order of skills are followed
1. Listening 2. Speaking
3. Reading 4. Writing
• The teacher guides and controls students’
behaviour. (Orchestra leader)
• Structural view is behind this method.

9. Drills:
Inflection:
Teacher:
I read book.
Students:
I read books.
Replacemen:
Teacher:
I watch movies.
Students:
I listen songs
Restatement:
Teacher:
He is so portly
Students:
He is
overweight.
A few activities

10. Reasons for Establishment:
• ALM was developed in USA during second
world war.
• At that time there was a crying need for
people to learn foreign language rapidly for
military purpose
• World war II had a significant effects on
language teaching in US.

11. • The "Army Method" was Suddenly developed
to build communicative competence in
translators through very intensive language
courses focusing on aural/oral skills.
• The U.S government established a special
language training program called Army
Specialized Training Program (ASTP) 1942.

12. Techniques’ Description
1. Dialogues Memorization
(Students memorize an opening dialogue using
mimicry and applied role-playing)
2. Backward Build-up
(Expansion Drill) (Teacher breaks a line into
several parts, students repeat each part
starting at the end of the sentence and
"expanding" backwards through the sentence,
adding each part in sequence)

13. 3. Repetition Drill
(Students repeat teacher's model as quickly
and accurately as possible)
4. Chain Drill
(Students ask and answer each other one-by-
one in a circular chain around the classroom)
5. Single Slot Substitution Drill
(Teacher states a line from the dialog, then
uses a word or a phrase as a "cue" that
students, when repeating the line, must
substitute into the sentence in the correct
place)

14. 6. Multiple-slot Substitution Drill
(Same as the Single Slot drill, except that
there are multiple cues to be substituted into
the line)
7. Transformation Drill
(Teacher provides a sentence that must be
turned into something else, for example a
question to be turned into a statement, an active
sentence to be turned into a negative
statement, etc)

15. Activity Types:
• Repetition
• Inflection
• Replacement
• Restatement
• Completion
• Transposition
• Expansion
• Contraction
• Transformation
• Integration
• Rejoinder
• Restoration
• Dialogues memorization
• Backward build-up drill
• Repetition
• Chain drill
• Single-slot substitution
• Multiple-slot substitution
• Transformation
• Question and answer
• Use of minimal pairs
• Complete the dialogues
• Grammar games
(Comparison)
According to Brooks (1964) According to Larsen Freeman

16. The Decline of Audio-
lingualism:
 Limited vocabulary
 Unable to transfer skills
 Limited structure
 Boring and unsatisfying
 No practical approach

17. Questions for discussion:
Do you agree that language is habit formation?
Should student’ errors be prevented on the spot?
Do you think that the session of question and answer
Enhances the process of reinforcement?

19. • This in combination with some new ideas
about language learning coming from the
disciplines of descriptive linguistics and
behavioral psychology went on to become
what is known now as the Audio-Lingual
Method (ALM). Language is first of all a
system of sounds for social communication.
Conclusion:

20. Reference:
• References Bowen, Tim. “Methodology Challenge. What is
Audiolingualism?” Retrieved on 2 November, 2013 from.
• Carroll, J. (1963). “Research on Teaching Foreign Languages”. In N.
Gage (ed.), Handbook of Research on Language Teaching. (Chicago)
RandMcNally). Pp. 1060-1100.
• Dendrinos, B. (1992). The EFL textbook and ideology. Athens:
Grivas. Larsen-Freeman, D. (2000). Techniques and Principle
Language Teaching. Oxford: Oxford University Press.
• Nunan, D. (2000). Language Teaching Methodology. A textbook for
teachers. London: Pearson Education.
• Richards, J. & Rodgers, T. (2001). Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press.
• Thornbury, S. (2000). How to teach grammar. Harlow: Longman.