This document provides an overview of the audiolingual method for teaching language. It describes how the audiolingual method focuses on the structure of language, teaching listening and speaking first before reading and writing. Key learning activities include dialogues, drills, repetition and transformation exercises where students practice manipulating language forms. The teacher leads the learning process while students play a reactive role, responding to drills without initiating interaction to avoid mistakes.

1. SYLLABUS
• Audiolingualism is a linguistic, or structure-
based, approach to language teaching. The
starting point is a linguistic syllabus, which
contains the key items of phonology,
morphology, and syntax of the language
arranged according to their order of
presentation.

2. • The language skills are taught in the
order of listening, speaking, reading, and
writing. Listening is viewed largely as
training in aural discrimination of basic
sound patterns. The language may be
presented entirely orally at first; written
representations are usually withheld
from learners in early stages.

3. Types of learning and teaching
activities
• Dialogues and drills form the basis of
audiolingual classroom practices. Dialogues
provide the means of contextualizing key
structures and illustrate situations which
structures might be used as well as some
cultural aspects of the target language.

4. • Repetition. The students repeats an
utterance aloud as soon as he has
heard it. He does this without
looking at a printed text. The
utterance must be brief enough to
be retained by the ear. Sound is as
important as form and order.

5. Example:
• I used to know him. –I used to know him.
• I used to know him years ago. -1 used to know
him years ago when we were in school.. . .

6. • Inflection. One word in an utterance appears
in another term when repeated.

7. Examples
• I bought the ticket. –I bought the tickets.
• He bought the candy -She bought the candy.
• I called the young man. – I called the young
men

8. • Replacement. One word in an utterance is
replaced by another.

9. Examples
• He bought this house cheap. -He bought it
cheap
• Helen left early -She left early.
• They gave their boss a watch. -They gave him
a watch

10. • Restatement. The student rephrases an
utterance and addresses it to someone else,
according to instructions.

11. Examples
• Tell him to wait for you. -Wait for me.
• Ask her how old she is -How old are you?
• Ask John when he began -John, when did you
begin? . .

12. • Completion. The student hears an utterance
that is complete except for one word, then
repeats the utterance in completed form.

13. • I'll go my way and you go.. . . –I’ll go my way
and you go yours.
• We all have . . . own troubles. -We all have our
own troubles. . . .

14. • Transposition. A change in word order is
necessary when a word is added.

15. • I'm hungry. (so). -So am l.
• I'll never do it again. (neither)-Neither will I . . .

16. • Expansion. When a word is added it takes a
certain place in the sequence.

17. • I know him. (hardly). – I hardly know him.
• I know him. (well). –I know him well.. . .

18. • Contraction. A single word stands for a phrase
or clnuse.

19. • Put your hand on the table. -Put your hand
there.
• They believe that the earth is flat -They
believe it

20. • Trnnsformation. A sentence is transformed by
being made negative or interrogative or
through changes in tense, mood, voice,
aspect, or modality.

21. • He knows my address.
• He doesn't know my address.
• Does he know my address?
• He used to know my address.
• If he had known my address.

22. • Integration. Two separate utterances are
integrated into one.

23. • They must be honest. This is important. -It is
important that they be honest.
• I know that man. He is looking for you. –I
know, the man who is looking for you.. . .

24. • Restoration. The student is given a sequence
Of the words that have been culled from a
sentence but still bear its basic its meaning.
He uses these words with a minimum of
changes and addition to restore the sentence
to its original form. He may be told whether
the time is present, past, or future.

25. • students/waiting/bus - -The students are
waiting tor the bus.
• boys/build/house/tree -The boys built a house
in a tree..

26. Learner roles
• Learners play a reactive role by responding to
stimuli, and thus have little control over the
content, pace, or style of learning. They are
not encouraged to initiate interaction,because
this may lead to mistakes

27. Teacher roles
• The teacher models the target language,
controls the direction and pace of learning
and monitors and corrects the learners’
performance. The teacher must keep the
learners attentive by varying drills and tasks
and choosing relevant situations to practice
structures.