This document discusses the audiolingual method for teaching English as a second language. It begins by providing background on the emergence of the audiolingual method in the 1940s in response to needs during and after World War II. It then examines the definition, principles, and techniques of the audiolingual method, which focuses on oral language skills and practice through repetition and drills. The document analyzes the audiolingual method's emphasis on listening, speaking, and habit formation as well as its use of dialogues, repetition, and role-playing to teach language structures.

1. UNIVERSIDAD PERUANA UNIÓN
FACULTAD DE CIENCIAS HUMANAS Y EDUCACIÓN
CARRERA PROFESIONAL DE LINGÜÍSTICA E INGLÉS
VI CICLO
THE AUDIOLINGUAL METHOD
Homework presented as a partial requirement for subject:
ENGLISH ADVANCED II
BY
Mirian Fany Larico Arenas
TEACHER:
…………………………………….
Villa Chulluinquiani, December 2014

2. THE AUDIOLINGUAL METHOD
CHAPTER I
INTRODUCTION
This document wants to emphasize about teaching English as a second
language for students who are English learners. Analyzing was so
important to understand listening and speaking because grammar is
not important.
Firstly, the emergence about Audiolingual Method as a method for
teaching a second language and the period it was a successfully and
popularly.
Secondly, the meaning, the principles, the techniques, the main drills
and the advantages versus disadvantages about Audiolingual method
as a method to teach a second language los English learners.
Finally, the importance on nowadays this method as a form to teach a
second language and the results using this method to teach and learn
English.
A. Background
Richard and Rodgers, (2001).The Audio Lingual Method (ALM) is a method
which was introduced in the United States of America (USA) in 1940s. Even
though the method is considered very old, many language teachers still like it
and believe that it is a powerful method. The emergence of the method was a
response to the need for a radical change of foreign language teaching due to
the unfriendly relationship between USA and Russia, which launched its first
satellite in 1957. The United States prevented from its people from becoming
isolates people from scientific advances made in other countries. The method
was much influenced by a method called Army Specialized Training Program
(ATSP). The ATSP was triggered by the condition from which USA entered
World War II and tried to send its army to take up positions in other countries.

3. USA government found itself in a need of personnel trained in a large
number and wide variety of language, and the audio-lingual method could be
the answer. The method was also a response to the Reading Method and the
Grammar Translation Method. At that time many Americans felt unsatisfied
with the reading aim and they thought that speaking was more important than
reading. The method was developed from the combination of the principles
of structural linguistic theory, contrastive analysis, aura-oral procedures, and
behaviorist psychology.
Huebener (1969).The method was accepted by people in other countries and
introduced in Indonesia in 1960’s. Not much literature on the audio -lingual
method is now available and most of the ideas in this part have been adapted
from how to Teach Foreign Languages Effectively.
According these authors, the Audiolingual Method started as a strategy to
win the second war and after that it had been recognized as a good method
for teaching English. This method can help to teach not only English
language otherwise many languages whose are second language.

4. CHAPTER II
ANALYSIS
1. The definition of Audio Lingual Method (ALM)
Richard and Rodgers (2001)Technically, the Audio Lingual Method (ALM)
was supported by the appearance on the market of a large variety of
mechanical aids, such as tape recorder and language laboratories.
Theoretically, the Audio Lingual Method (ALM) was based on the findings
of the structural linguists, who developed a psychology of language learning
different from traditional methods. In Audio Lingual Method language
learners are equipped with the knowledge and skill required for effective
communication in a foreign language. The language learners also required to
understand the foreign people whose language they are learning and the
culture of the foreign people. The language learners have to understand
everyday life of the people, history of the people and their social life. The
advocates of the ALM believe that learning is essentially the process of
change in mental and physic behavior induced in a living organism by
experience. This principle was much influenced by a theory of psychology
known as behaviorism. Formal experience can be gained at formal schools
and the aim of learning is habit. Learning is simply habit formation. To learn
a new language means to acquire another set of habits. The speech habit can
be formulated through the observance of rules. Therefore, successful
language learners are those who finally become spontaneous in
communication and the rules have been forgotten.
The method, which was originally introduced to prepare people to master
foreign language orally in a short time, emphasizes oral forms of language.
However, the method still considers the other language skills. The method
considers that the oral forms: speaking and listening should come first, and
reading and writing come later. The advocates of the method believe that
language learners learn foreign language as a child learns his/her mother
tongue. First, he hears sound and tries to understand the sound; he/she then
attempts to reproduce the sounds. Next, he/she learns to read the written
forms. The phases can be described that learning a foreign language there are
the passive or receptive phase and the active or reproductive phase.
2. The principles of Audio Lingual Method (ALM)

5. The principles of the method derive from the aims of learning a foreign
language. The aims of the ALM are:
1. Language learners are able to comprehend the foreign language when it is
spoken at normal speed and concerned with ordinary matters,
2. Language learners are able to speak in acceptable pronunciation and
grammatical correctness,
3. Language learners have no difficulties in comprehending printers materials,
4. Language learners are able to write with acceptable standards of
correctness on topics within their experience.
Besides the linguistics aims above the method also has culture aims. The
cultural aims of the method are:
1. Language learners understand daily life of the people, including customs,
works, sports, play, etc,
2. Language learners know the main facts concerning the geography, history,
social and political life of the people,
3. Language learners appreciate the art and science of the people,
4. Language learners understand the value of the language as the main factor
in their culture.
These cultural aims will accompany the linguistics aims and these will
motivate language learners to learn the target language. By knowing all
aspect of the people, language learners will have better understanding of the
language used by the people and increase their motivation. Motivation is
important in learning the target language since effective learning will take
place when language learners are eager to acquire the target language.
Johnson (1968) states that the principles of the ALM are:
1. Language is system arbitrary vocal symbol used for oral communication,
2. Writing and printing are graphic representations of the spoken language,
3. Language can be broken down into there major component parts: the
sound system, the structure, and the vocabulary,
4. The only authority for correctness is actual use of native speakers,

6. 5. One can learn to speak and understand a language only being exposed to
the spoken language and by using the spoken language,
6. Language can be learned inductively far more easily than deductively,
7. Grammar should never be thought as an end itself, but only as a means to
the end of learning the language,
8. Use of the students’ native language in class should be avoided or kept to a
minimum in second language teaching,
9. The structures to which the students are exposed to should always sound
natural to native speakers,
10. All structural material should be presented and practiced in class before
the students attempt to study it at home.
According the authors the principals above are only some of the principles
that people may believe to belong to the ALM. The principles of the ALM
also deal with the theories of languages and language learning, which will
presented below.
3. The techniques of the Audio Lingual Method (ALM)
Huebener, (1969)The ALM has a relatively complete procedure of presenting
language materials. The method has a set of procedures of teaching each
language skill. The following is the first produce of teaching the target
language. This procedure is a set of the typical steps in teaching the target
language through the ALM. Since the listening and speaking ability is the
first skill to consider, the first procedure of teaching is more related to
listening and speaking ability. The procedure can be as follows:
1. The language teacher gives a brief summary of the content of the dialogue.
The dialogue is not translated but equivalent translation of key phrases
should be given in order for the language learners to comprehend the
dialogue.
2. The language learners listen attentively while the teacher reads or recites
the dialogue at normal speed several times. Gestures and facial expressions or
dramatized actions should accompany the presentation.

7. 3. Repetition of each line by the language learners in chorus is the next step.
Each sentence may be repeated a half dozens of times, depending on its
length and on the alertness of the language learners. If the teacher detects an
error, the offending learner is corrected and is asked to repeat the sentence. If
many learners make the same errors, chorus repetition and drill will be
necessary.
4. Repetition is continued with groups decreasing in size, that is, first the two
halves of the class, then thirds, and then single rows or smaller groups.
Groups can assume the speaker’s roles.
5. Pairs of individual learners now go to the front of the classroom to act out
of the dialogue. By this time they should have memorized the text.
4. Types of pattern drills of Audio Lingual Teaching Method (ALM)
Richards, J.C. (1987) As it was mentioned above, drills and pattern practice are
typical of the Audio-lingual method. These include the main things such as:
1. Repetition: where the student repeats an utterance as soon as he
hears it, without looking at printing materials. After a student has
repeated an utterance, he may repeat it again and add a few words,
then repeat that whole utterance and add more words.
Examples.
I used to know him. – I used to know him.
I used to know him years ago…
2. Inflection: Where one word in a sentence appears in another form
when repeated
Examples.
I bought the ticket. -I bought the tickets.
He bought the candy -She bought the candy.
3. Replacement: Where one word is replaced by another word.
Examples
He bought this house cheap. -He bought it cheap
Helen left early -She left early.
4. Restatement: The student rephrases an utterance and addresses it to
someone else, according to instructions.

8. Examples.
Tell him to wait for you. -Wait for me.
Ask her how old she is -How old are you?
5. Completion: The student hears an expression that is complete except
for one word, then repeats the utterance in completed form.
Example.
I'll go my way and you go … - I'11 go my way and you go
yours
6. Transposition: A change in word order is necessary when a word is
added.
Example.
I’m hungry. /so/ - So am I
7. Expansion: when the word is added it takes a certain place in the
sequence.
Example.
I know him (hardly) – I know him hardly
I know him (well) – I know him well..
8. Contraction: A single word stands for a phrase or clause.
Example.
Put your hand on the table. -Put your hand there
9. Transformation: A sentence is transformed by being made negative
or interrogative or through changes in tense, mood, voice, aspect, or
modality.
Examples.
He knows my address.
He doesn't know my address.
10. Integration: Two separate utterances are integrated into one.
Example.
They must be honest. This is important. - It is important that
they be honest.
11. Rejoinder: Student makes an appropriate rejoinder to a given pattern.
Usually student told in advanced to respond in one of the following
ways: (polite, answer the question, agree, disagree, express surprise,
etc.)

9. Examples:
Thank you. - You're welcome.
What is your name? – My name is Sam.
12. Restoration: is one of the most common patterns that can be found in
ESL textbooks; student is given a sequence of words that have been
pulled from a sentence, but still keep the meaning. The main aim of
this exercise is to build the sentence using this word sequence.
Example:
kids/waiting /school bus - Kids are waiting for school bus.
5. The strengths and weaknesses of Audio Lingual Method (ALM)
Chomsky (1966), Audiolingual theory of learning and teaching
languages was based on behaviorist theory that could not function as a
model of how humans learn languages.
Chomsky introduced an alternative theory of language learning,
explaining that languages are not acquired by repetition and imitation,
but this method can used mixed with other methods to be successful.
The Audio Lingual Method is not perfect method. The strengths and
weaknesses of Audio Lingual method will be explained as follows:
1. The strengths of Audio Lingual Method (ALM)
1) All the students are actives in the class
2) The circumstance class are more interesting and life
3) The speaking and listening skill are more drilled, so the
pronunciation skill and listening skill are more controlled
2. The weaknesses of Audio Lingual Method (ALM)
1) For the smart students this method is bored, because the
procedure of the ALM method is majority repeat the sentence.
2) Sometimes the students are confused because the teacher
explain the material in simple way not in detail way.
3) The grammar skill is not more drilled

10. CHAPTER III
CONCLUSION
The Audio Lingual Method has been explained in detail. The Audio Lingual
Method (ALM) is a method which was introduced in the United States of
America (USA) in 1940s. The method was accepted by people in other
countries and introduced in Indonesia in 1960’s.
The explaining in the first chapter until second chapter it can be concluded
that the Audio Lingual Method is the teaching method which emphasizes the
speaking and listening skill. It makes the students can pronoun and listen well.
The Audio Lingual Method can make good feelings during the teaching so
students and teacher could change their ideas naturally. The Audio Lingual
Method is more effective to make pronunciation and listening skill. However,
this method does not emphasize grammar in detail.
REFERENCES
1. Richads,J.C. and Rodgerds (2001) Approaches and Methos in
language Teaching. Cambrigde: Cambrigde University Press.
2. Harmmer J..(2000). Languaje Teaching Learning. Chicago.
University of Chicago Press.
3. Chomsky, N.(1966). Linguistic theory. London: Oxford
University Press.
4.
5. Setiyadi, B. (1998)Teaching English as a foreign language:
Grogiden : Wollters- Noordhoff.
6. Rivers,W.(1964). The Psychologist and the Foreign Language
Teacher. Chicago: University of Chicago Press.