The audiolingual method was developed in the 1940s in response to the need for foreign language education during World War II. It was based on behaviorist theories of language learning that emphasized oral skills through repetition and mimicry. Under this method, learners played a passive role while teachers tightly controlled lessons focusing on drilling pronunciation, grammar patterns, and vocabulary through repetitive question-and-answer exchanges. By the 1960s, the audiolingual method declined as its limitations became apparent, including its inability to develop learners' communicative competence and the lack of transfer of skills to real-world settings.

1. AUDIO LINGUAL METHOD

2. IKE HENI Rika
ATIN Syaikhu

3. Contents of presentation
 Back ground
 Approach, design & procedure
 The Decline of ALM

4.  The entry of the U.S into
world war II
COLEMAN
report

5.  The U.S Government
Necessary
ASTP
Army Specialized Training
Program
Dr. Charles Fries
(1939)
Michigan University.

6. Theory of Language
 Structuralism:
- Rule-govered way
- Structural Level (phonetic, phonemic,
morphological, syntax.
- Behaviour

7. Theory of learning
 Process of mechanical habit formation.
 Skills are effective in a spoken way.
 Analogy provides better fundation than
analysis
 Drills to form better analogies.
 Linguistics and culture.

8. Design
Objectives
Learner Roles;
Teacher Roles; Types of
& Role of learning &
DESIGN teaching
instructional
materials activities
Syllabus

9. Objective
Short- Long- Focus oral/ speaking skill
Term term
Accuracy
• Major phonological
Control of features of the
structure: target language
Natives-alike
sound, form,
order
• Use of key
Fluency grammatical
patterns
Acquaintance
with vocabulary Sufficient
Vocabulary
Meaning

10. Syllabus
Linguistic Lexical
syllabus syllabus
Basic
phonology vocabulary
items
morphology
syntax

11. Types of learning and Teaching
Activities
 Repetition  Transformation
 Inflexion  Intergration
 Replacement  Rejoinder
 Restatmen
 Complention
 Transposition
 Restoration
 Expansion
 Contraction

12. Central & Active 
Reactive 
Teacher-dominated
responding to stimuli
method
Modeling; Controlling
Little control over direction & pace of
content, pace, & style learning; monitoring
of learning & correcting learners’
performance
Leaner & Teacher roles

13. Learner’s role

14. Teacher’s role

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

16. Procedure
Presentation
(new
structure /
Pronunciation vocabulary) Reading
Revision Drilling

17. 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