This document discusses the audiolingual method, a language teaching approach developed in the 1940s-1960s. It was influenced by U.S. military needs during WWII and behavioral psychology theories of learning. The method focuses on oral proficiency through repetition drills and avoids direct grammar instruction. Teachers act as models to guide learners' practice of target dialogues, structures, and pronunciation through drills. While popular in the 1960s, it declined due to criticisms that it was dull, did not reflect how language is acquired, and failed to transfer skills beyond drills.

1. AUDIOLINGUAL METHOD
KEYLA CASTRO/CAROLINA MARISCAL
METHODOLOGY I
UNIVERSIDAD DE LAS AMÉRICAS

2.  Language is speech, not
writing… language is a set of
habits… teach the language, not
about the language… a language
is what its native speaker
say, not what someone thinks
they ought to say… languages
are different” William
Moulton, 1961.

3. The entry of the U.S into
World War II had a
significant effect on
language teaching in
america.

4. The U.S Government needed
people whith fluency in other
languages to work as a translators
or interpreters.
The Goverment ask to Universities
to create a program for military
personnel.
ASTP, army specialized training
program. By Leronard Bloomdield
at Yale.
Dr. Charles Fries (1939 );
Michigan University.
Depeloped the first English
Language Institute in the U.S.
Teaching English as a 2nd
foreign language.

5. Theory of Language
 Structuralism:
- Grammatical rules
- Structural Level (phonetic, phonemic,
morphological, syntax.
- Behaviour

6. Theory of learning
 Known as behavioral phycology
 Study of human behavior
 Stimulus, encourage the repetition. Learner’s
reaction to the stimulus
 Reinforcement, extrinsic aproval and intrinsic
self-satisfaction

7. Design
 Objectives:
- Short-range; training comprehention
- Long-range; used by the native speaker
 Syllabus:
- Contains the key items of phonology, morphology and
sintax.
- In order to listening, speaking, reading and writing.
 Types of learning and teaching activities:
- Dialogue and drills are essential to classroom practices.

8.  Repetition
 Inflexion
 Replacement
 Restatmen
 Complention
 Transposition
 Expansion
 Contraction
 Transformation
 Intergration
 Rejoinder
 Restoration

9. Learner’s role

10. Teacher’s role

11. The role of instructional
materials Books
Tape recorders
Audiovisual
Language laboratory

12. Procedure
 Oral instruction
 Target language use
 Model dialogue;
repetition, correction, pronunciation, memoriza
tion
 Dialogue adapted
 Structure; used for pattern drills
 Textbook
 Follow-up activities; language laboratory

13.  Repetion of a model dialogue. Teacher correct
mistakes.
 Adapted to the student’s interest.
 Key structures selected from the dialogue.
 Textbooks reference. Follow-up activities (4
skills)
 Follow-up activities at language laboratory

14. The decline of audiolingualism
 Reached its period of most
widespread use in 1960.
 Attaqued as being unsound in
language and learning terms.
 Professionals had short
expectations in results.
 Unable to transfer skills
 Boring and unsatisfying
 Chomsky’s theory,
Transformational theroy based
on behaviour : “Language is not
an habit structure, is creative
and generated.”