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1. T EFL C O U RSE
8T H SEM EST ER
AUDIO-LINGUAL METHOD

2.  The Audio-Lingual Method Textbook: Larsen-
Freeman, D. (2000). Techniques and Principles in
Language Teaching. (2th ed.). Oxford University
Press.

3. INTRODUCTION N BACKGROUND
 Introduction:
 Audio-Lingual Method is an oral-based approach. It
drills students in the use of grammatical sentence
patterns . Based on behavioral psychology
(Skinner.1938).Conditioning →helping learners to
respond correctly to stimuli through shaping and
reinforcement . Habit-formation.
 Cameforwad against GtM & DM
 Also initiated for Army Specialized Training
program in 1942

4. A DIALOGUE FROM THE TEXT FOR THE SAKE OF
PRACTICE
Material is presnted in Dialog form.
 Sally: Good morning, Bill .
 Bill: Good morning, Sally .
 Sally: How are you?
 Bill: Fine, Thanks, And you?
 Sally: Fine. Where are you going?
 Bill: I’m going to the post office.
 Sally: I am too. Shall we go together ? Sure. Let’s go.
 I’m going to the post office.
 1. introduces a new dialog
 2. uses a backward build-up drill
 3. uses a repetition drill (group)
 4. initiates a chain drill (individual)
 5. leads a single-slot substitution drill (replaces a word or phrase = cue) (shows
pictures)
 6. praise the class during the practice

5. GRAMMAR DRILL BY INDIRECT WAY
 How are you? (Subject-verb agreement)
 1. subject pronouns (he, she, they, you)
 2. be verb (is, are)
 3. uses Multiple-slot Substitution drill (I am/ She is
going to the post office)
 4. uses a transformation drill (active vs. passive; yes/no-
question)
 5. uses pictures again and select individuals
 Substitution Drills I’m going to the post office
……………the market……………..to the movies He is …… to
the movies…………….to the butcher’s She is …….. To the
concert……leaving ……the Concert Etc.

6. GOALS N CHARACTERISTICS
 Teachers want their students to be able to use the target
language communicatively .
 Overlearning →automatically without stopping to think.
 Forming new habits through overcoming the old habit.
 New vocabulary and structural patterns are presented
through dialogs . Context based vocabulary
 Dialogs/ Verbalization: learning through imitation and
repetition Positively reinforced
 Grammar is induced /produced from the examples .
 Audi-library

7. TEACHER-STUDENT ROLE
 Student-teacher interaction/
 student-student interaction. Interaction is teacher-
directed .
 Student-student interaction →Chain drills and dialogue
 The view of language/ the view of culture The view of
language → be influenced by descriptive
linguists(structure/grammar) .
 Each level( phonological, morphological…) has its own
distinctive patterns .Everyday speech is emphasized .
 The level of complexity of the speech is graded.

8. What Areas Of Language are Emphasized
 What areas of language are emphasized? What language
skills are emphasized ? Vocabulary is kept to a minimum
while the students are mastering the sound system and
grammatical patterns . The natural order of skills
presentation is adhered to : listening, speaking, reading,
and writing . The oral/aural skills receive most of the
attention .
 The role of native language
The habits of the students’ native language are thought to
interfere with the students’ attempts to master the target
language . The target language is mostly used in the
classroom instead of the native language.
 Pronunciation is focused.

9. Nature of Evaluation
 Evaluation Nature: discrete -point→ each question
on the test would focus on only one point of the
language at a time .
 Ex: students might be asked to distinguish between
words in a minimal pair.
 Deal with errors .Students errors are to be avoided if
at all possible through the teacher’s awareness of
where the students will have difficulty and restriction
of what they are taught to say.

10. MERITS & DEMERITS
 Accurate/ automatic learning without stopping.
 Correct sentence production is emphasized
 Based on practical n theoratical approach
 Well suited to beginners
 Accurate leaning
 Use for large number of students.
Demerits;
 too much repetition
 dominent role of teacher
 Too much focus on accuracy not creativity

11.  THANK YOU ALL