(ALM)

THE AUDIO-LINGUAL METHOD

 Emphasizing speaking and listening skills
 Main form of language: dialogues
 Main training technique: drills
 Role of mother tongue: discouraged
 Developed in the United States
 Time: World War II
 Purpose: a need for people to learn foreign languages rapidly for
military.
The Audio-Lingual Method
1. Dialog
memorization

Students
memorize an
opening dialogue
using mimicry and
applied role-
playing
2. Expantion drill

 This drill helps students to produce longer

sentence bit by bit, gradually achieving
fluency. The main structure is repeated first,
then students have to put cue phrase in its
proper place
 Say in other words, expansion drill make
dialogue longer
 EX:
T: semantics
Ss: We study semantics
T: everyday
Ss: We study semantics everyday
3. Repetition drill

 Students are asked to repeat the teachers

model as accurately and as quickly as
possible.
 This drill is often used to teach the lines of
the dialog.
 Teacher begins the chain by greeting a particular S, or
asking students a question. Next, students ask and answer
each other one-by-one in a circular chain around the
classroom
 All students have chance to practice
5. Single-slot EX:
Substitution Drill  Teacher: I’m going to the post-office
Teacher states a line  Teacher: *show the picture of the
from the dialog, then
uses a word or a phrase
supermarket* and say “supermarket”
as a "cue" that students,  Students: I’m going to supermarket
when repeating the line,  Teacher: He
must substitute into the
sentence in the correct
 Students: He’s going to the supermarket
place
6. Multiple- Same as the Single Slot drill, except that
slot there are multiple cues to be substituted into
the line
Substitution
Drill
6. Multiple-  Same as the Single Slot drill, except that
slot there are multiple cues to be substituted
into the line
Substitution
Drill
7.  Teacher provides a sentence that must be
Transformatio turned into something else, for example a
question to be turned into a statement, an
n Drill active sentence to be turned into a negative
statement, etc.
8. Question-  This drill gives students practice with
and-answer answering questions. The students should
answer the teacher’s questions very quickly.
drill It is possible for the teacher to cue the
students to ask questions as well
9. Use of  The teacher works with pairs of words
Minimal Pairs which differ in one sound. Teacher makes a
comparison between the sounds and let the
students to perceive the difference
10. Complete  Teacher selects some words from the
the Dialogue dialogue, erases them, and asks students to
find the missing words
11. Grammar  Teacher introduces a game to practice the
Game structure. The game is called “ supermarket
alphabet game
The Audio-Lingual Method
1. What are the goals of teachers who use the Audio-lingual
Method?
 Teachers want their students to be able to use the target
language communicatively.
2. What is the role of the teacher? What is the role of the
students?
 The teacher is like an orchestra leader.
 Students are imitators of the teacher’s model.
3. What are some characteristics of the teaching/learning
process?
 New vocabulary and structures are presented through
dialogs.
 The dialogs are learned through imitation and repetition.
 Students’ successful responses are positively reinforced.
 Grammar is induced from the examples given.
4. What is the nature of student-teacher interaction?
What is the nature of student-student interaction?
 There is student-to-student interaction in chain drills
 Most of the interaction is between teacher and
students and is initiated by the teacher.
5. How are the feelings of the students dealt with?
 No principles
6. How is the language viewed? How is the culture viewed?
 The view of language in the Audio-Lingual method
has been influenced by descriptive linguists.
 Culture consists of the everyday behavior and lifestyle
of the target language speakers.
7. 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 patters.
 The natural order of skills presentation is adhered to:
listening, speaking, reading, and writing.
8. What is the role of the students’ native language?
 The habits of the students’ native language are thought
to interfere with the students’ attempts to master the
target language.
9. How is evaluation accomplished?
 Not obvious
10. How does the teacher respond to student errors?
 Student 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.
Grammar-translation Method (GTM) - Direct Method (DM) - Audio-lingual Method (ALM)
 Comparison of the grammar translation method&
direct method & audio lingual method.
• GTM: The teacher is the authority in the classroom. the students do as she says so
they can learn what she knows.

• DM: The students and teachers are more like partners in the teaching-learning
process

• ALM: The teacher direct and control the language behavior of the students. The
students follow the teacher’s direction and respond as accurately and as rapidly as
possible. e teaching-learning process.
GTM - Student are taught to translate from one language into another.
- Students study grammar deductively.
- Students memorize native language equivalents for target language vocabulary words.

DM - Students need to associate meaning with the target language directly.

- Grammar is taught inductively.
- The syllabus used in direct method is based upon situation or topic.
- Student practice vocabulary by using new words in complete sentences.

- New vocabulary and structural patterns are presented through dialogues.

ALM - The dialogues are learned through imitation and repetition.
- Grammar is induced from the examples given
- Cultural information is contextualized in dialogues or presented by the teacher
- Student’s reading and written work is based upon the oral work they did earlier
GTM: Teacher to students. Little student initiation and little student-student interaction.

DM: Teacher to student & student to teacher students converse with one another.

ALM: Teacher and student.

Student to student : in chain drills: teacher.
 GTM,DM,ALM:

THERE IS NO PRINCIPLE OF THESE METHODS THAT

RELATED TO THIS.
• GTM: Literary language is considered.

• DM: Language is primarily spoken not written.

• ALM: Everyday speech is emphasized and comprises several different levels: phonological,
morphological, syntactic.
GTM: Culture is viewed as consisting of literature and the fine arts.

DM: They study the history, geography and daily lives of the speakers of the
language.

ALM: Culture consists of the everyday behavior and lifestyle of the target
language speakers.
 What areas of language are What language skills are
emphasized? emphasized?

GTM Vocabulary and grammar Reading and writing

DM Vocabulary Reading, writing, speaking, listening

ALM Sound system and grammatical pattern. Listening, speaking, reading,

writing(natural order)
• GTM: The students 'native language is mostly used

• DM: The students’ native language should not be used in the

classroom.

• ALM: The target language is used in the classroom.

GTM Written tests in which students are asked to translate.

DM We did not actually see any formal evaluation in the class

we observed.

ALM The answer to this question is not obvious.

• GTM: The teacher gives them correct answer.

• DM: The teacher tries to get students to self-correct.

• ALM: Students errors are to be avoided if at all possible.

 Listening and speaking skills are emphasized
 The use of visual aids is effective in vocabulary teaching
 Correct pronunciation and structure are emphasized.
 The method is just as function and easy to execute for large
groups.
 The learner is in a directed role,the learner has little control
over the material studied or the method of study
The Audio-Lingual Method
 Turning learners into parrots
 The material is explained shortly but unfully
 Little attention to communication and content
 Grammar is not emphasized
 Vocabularty acquisition is limited
The Audio-Lingual Method
• The Audio Lingual Method focuses on speaking and listening
competence stressing repetition and habit formation to learn a second or
a foreign language.
• This method make the learner understand the second language by
memorizing and practice speaking with drilling from the people
communication.