The document discusses two foreign language teaching methods: the Audiolingual Method (ALM) and Total Physical Response (TPR). ALM focuses on habit formation through imitation and repetition, emphasizing oral skills before written ones, while TPR integrates physical action to enhance comprehension and minimize stress during language learning. Both methods aim to make language acquisition engaging, though ALM is more teacher-centered and TPR allows for greater student participation.

1. GROUP MEMBERS :
Abdul Hadi (201412500851)
Azizah Ramdhaniaty (201412500910)
Muslimatin (201412500932)
Rugaya Elwuar (201212501362)
UNINDRA PGRI-R6H
Audiolingual Method
and
Total Physical
Response

2. What is ALM?
A method of foreign language teaching in which the
student learn language by repeating/imitating the
recurring patterns/dialogues of everyday situation by
succession drills.

3. Basically, in the audiolingual method, students listen to the
language first. Later on, they speak the language and after
reading, they will write it.

4. The history of ALM
 Origins during the world war II
 Was developed in the United States during World War II
 Known as the army method
 The term “audiolingualism” was coined by professor Nelson
Brooks (1964)

5. Approach
Theory of language
• Language is composed of structural building blocks (sounds,
syllables,morphemes, words, sentences, phrases).
• Speech is more basic than writing. Speech is language. We learn to
speak before we learn to read or write. “primarily what is spoken and only
secondarily what is written” (Brook 1964).
Theory of learning
• Language learning is process of habit formation; the more often an item is
repeated.
• There are three crucial elements in learning : stimulus, response, and
reinforcement.

6. The variation drills used in
audiolingual method
Repetition
Reflection Completion
Integration
Replacement
RestatementTransformation
Expansion

7. What are the goals of teachers
who use ALM?
• Able to use target language communicatively
• Native speaker mastery

8. What are some characteristics of
the teaching?
 The dialogues are learned through imitation and repition.
 Language learning is habit-formation,
 Mistakes are bad and should be avoided , as they are
considered bad habit
 Language skills are learned more effectively if they are
presented orally first, then in written form,
 Analogy is better foundation for language learning than
analysis,
 The meaning of words can be learned only in a linguistic and
cultural context.

9. Teacher (orchestra)
Student (imitators)
• Directing and controlling the language behavior of the
students.
• Providing students with a good model for imitation
• Giving a brief summary of the dialog
• Giving positive reinforcement to help students to
develop correct habits
• Repeat again the dialog together
• Listen the dialogue
• Imitate the teacher gesture

10. • Students hear a model dialogue in the
foreign language
• Students repeat each line of the dialogue
• Certain key words or phrases may be
changed in the dialogue
• Listening carefully to all features of the
spoken target language
• Through repetition of phrases and
sentences, a dialogue is learned by the first
whole class, then smaller groups, and
finally individual learners.
PROCEDURES

11.  Students in classroom will actively participate
 Accessible for large class
 Intensive practice
 The circumstace of class more interesting and life
 Speaking and istening skills are better trained
ADVANTAGES OF ALM

13. CONCLUSION
Various mechanisms in audiolingual method shows
that teaching in interactive ways will be more
meaningful for students in learning session.

14. Total Physical Response
TPR is a method in language teaching which
is based in the coordination of speech and
action.
It allows students to react to language without
thinking too much
The students are required to carry out the
instruction by physically perfoming the
activities

15. The origins
TPR was originated by Dr. James J. Asher who is a professor
emeritus of psychology at San Jose State University.
He observed that the dropout rate of second language students in a
traditional program is often as high as 95%.
He wondered why so many people have a hard tome learning a
second language although almost no one has no trouble while
learning theor first language.

16. Teacher’s Roles
• Director of all students
behavior
• Server as model of
target language
• Present the new
material
• Select supporting
materials for classroom
use
• Listener and performer
• Imitator of the teacher’s
non verbal model
• Monitor and evaluate
their own progress
Student’s Roles

17. The goals
 To provide an enjoyable learning experience, having a
minimum of the stress that typically accompanies learning a
foreign language.

18. Theory of language
 Asher does not directly discuss the nature of the language or
how languages are organized. However, the labeling and
ordering of TPR classroom drills seem to be built on
assumptions that owe much to structuralist or grammar-
based views of languages.

19. Theory of learning
Bio program
Stress
Brain
Lateralization
Asher has elaborated an account of what
he feels facilitates or inhibits foreign
language learning. For this dimension of
his learning theory he draws on three
rather influential learning hypotheses :
 1. There exists a specific innate bio-
program for language learning, which
defines an optimal path for first and
second language development.
 2. Brain lateralization defines
different learning functions in the left-
and right-brain hemispheres.
 3. Stress (an affective filter)
intervenes between the act of learning
and what is to be learned; the lower the
stress, the greater the learning.

20. Characteristics
 Focusing on meaning and comprehension
 Semi-circle
 Listening and acting
 Learning language by gesture
 Grammar is taught inductively
 The coordination of speech and action
 Students more active and talk-active

21. Types of learning and teaching activities
• Imperative drills in classes
• Role plays
• Slide presentation
• Demonstration
• Repetition
• Learn new vocabulary based on an order
• Group activities

22. Procedure
• Learning key words
• Understanding sentences
• Listening to instructions
• Imitating actions

23. Advantages of TPR
 Enjoyable and easy for teachers as well as students
 A helpful alternative teaching strategy
 Stress-free
 The use of imperative moods
 Facilitator in language learning

24. Disadventages of TPR
 Only suitable for begginer level
 A challenge just for shy students
 Avoiding students from expressing their own ideas
 Insuffient to teach abstract language

25. Comparison ALM and TPR
ALM
• It is teacher dominated method.
So, the learners have a passive
role, since they have little control
over their learning
• It is easy to feel bored
• Because in this method exist a few
drills, their opportunity to make an
error is a bit.
TPR
• The students are more active
because the teacher just give
directions to do
• Fun learning, more interesting and
life
• Tolerant for errors

26. Conclusion
It is evident that TPR is not the
traditionally way to learn any
language, but this unique method
makes learning a second language
simpler, fun and adaptive because
of its intense participation. It is
already been proven to work for
babies that learn their first
language.

27.  http://www2.vobs.at/ludescher/total_physical_response.htm
 http://www.myenglishpages.com/blog/total-physical-
response/
 https://prezi.com/-d6orkzm4h-a/characteristics-of-tpr/
 http://tanvirdhaka.blogspot.co.id/2013/09/the-audio-lingual-
method.html
 https://www.youtube.com/watch?v=gwJzSp0RWdU
 Richard, J .& Rodgers. T. Approaches and Methods in
Language Teaching. New York: Cambridge University Press.
References