1. 1.

Presented by: Juan Carlos Mendez Brenda Joaquin Mario David Mondragon
2. 2. Definition  The Audio-lingual Method is a method of foreign language teaching which
emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as
the main form of language presentation and drills as the main training techniques. Mother tongue
is discouraged in the classroom.
3. 3. Background The Audio-lingual Method was developed in the U.S. during the Second World War.
At that time, the U.S. government found it a great necessity to set up a special language-training
program to supply the war with language personnel. Therefore, the government commissioned
American universities to develop foreign language program for military personnel.
4. 4.  Thus the Army Specialized Training Program (ASTP) was established in 1942.The objectives of
the army program was for students to attain conversational proficiency in a variety of foreign
languages. The method used was known as the “informant method”, since it used a native
speakers of the language, the informant, and a linguist. The informant served as a source of
language for imitation, and the linguist supervised the learning experience. The intensive system
adopted by the army achieved excellent results.
5. 5. Behaviorist psychology  The learning theory of Audiolingualism is behavioral psychology which
is an empirically based approach to the study of human behavior. Behaviorism tries to explain how
an external event (a stimulus) caused a change in the behavior of an individual (a response)
without using concepts like “mind” or “ideas” or any kind of mental behavior. Behaviorist
psychology states that people are conditioned to learn many forms of behavior, including
language, through the process of training or conditioning.
6. 6. Basic Principles  Separation of language skills into listening, speaking, reading and writing,
with emphasis on the teaching of listening and speaking before reading and writing;  Use of
dialogues as the chief means of presenting the language;  Emphasis on certain practice
techniques: mimicry, memorization and pattern drills;  Discouraging the use of the mother
tongue in the classroom
7. 7. Objectives  The general objective of the Audio-lingual Method is to enable the target language
communicatively, Short-range objectives include training in listening comprehension, accurate
pronunciation, reading comprehension and production of the Audio-lingual Method are the
development of mastery in all four language skills, beginning with listening and speaking, and
using these as a basis for the teaching of reading and writing. Long-range objective, or the ultimate
goal, is to develop in the students the same types of abilities that native speaking have, to use it
automatically without stopping to think.
8. 8. Techniques  Repetition drill：This drill is often used to teach the lines of the dialogue. Students
are asked to repeat the teacher’s model as accurately and as quickly as possible.  Substitution
drill：The students repeat the line from the dialogue which the teacher has given them,
substituting the cue into the line in its proper place.  Question-and-answer drill：The drill gives
students practice with answering questions. The students should answer the teacher’s question
very quickly. It is also possible for the teacher to cue the students to ask questions as well
9. 9.  Expansion 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.  Clause combination drill：Students learn to combine two simple sentences into a
complex one.  Background build-up drill ( or back chaining: This drill is used when a long line of
dialogue is giving students trouble. The teacher breaks down the line into several parts. The
students repeat a part of the sentence, usually the last phrase of the line.
10. 10.  Chain drill ：A chain drill gets its name from the chain of conversation that forms around the
classroom as students, one-by-one, ask and answer questions of each other. The teacher begins
the chain by greeting a particular student, or asking him a question. That student responds, and
 then turns to the student sitting next to him.  Completion：Students hear an utterance that is
complete except for one word, and then repeat the utterance in completed form.  Use of minimal
pairs：The teacher works with pair of words which differ in only one sound; students are first
asked to find the difference between the two word and later to say the two words.
11. 11. Advantages  The first method to have a theory.  Making language teaching possible to large
groups of learners  Emphasizing sentence production , control over grammatical structures and
development of oral ability.  Developing simple techniques and making use of language lab. 
Developing the separation of the language skills
12. 12. Disadvantages  Weak basis of its theory  Not developing language competence , lack of
effectiveness , and boredom caused by endless pattern drills.  Learners having little control over
their learning.  Teacher’s domination of the class .  Teacher-oriented materials.

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. . Audio Lingual Method Presented By Zulfikar Shipu ID: 1191061
. 2. Definition • Audio Lingual Method is used in teaching foreign languages • It is an oral
based approach. • Combination between behavioral psychology and linguistic • It’s also
called “Army method”
. 3. Goals • Be able to use the target language communicatively. • Over learned target
language without thinking • To teach large number of students at the same time. • Training in
listening comprehension and accurate pronunciation
. 4. Characteristics • Based on the principles of behavior psychology. • Vocabulary is taught in
context. • Grammatical explanations are kept to a minimum. • Teacher dominated method. •
Audio visual aids are used. • Focus is on pronunciation.
. 5. Materials
. 6. Role of the Student • Students have to answer questions fast • They need to imitate when
teacher repeat • They need to follow teacher instructions • They need to see teacher as a
leader • They make conversations with their classmates
. 7. Role of Teacher • Teachers have to get the control • Teachers have to be active and
concentrate of students performance • Teachers have to be a good imitation • Teachers
correct student’s errors • Teachers must provide the model of pronunciation
. 8. Advantages • Medium sized classes can be used • Much practice of listening and
speaking • Can be used at elementary and intermediate levels • Learners can forms
grammatically accurate language • Learners are able to give correct response directly.
. 9. Disadvantages • Fluent and confident teachers needed • Repetitions can very boring and
meaningless • Little exposure to spontaneous or authentic speech • Reading writing are
neglected and not translated independent forms
. 10. Conclusion • To make the students able to use the target language communicatively • To
help the students get structural sentence patterns or language • Aims to develop
communicative competence of students using dialogues and drills

With the outbreak of World War II armies needed to become orally proficient in the languages of
their allies and enemies as quickly as possible. This teaching technique was initially called the Army
Method, and was the first to be based on linguistic theory and behavioral psychology.
 View large version with all methods

Explanation
Based on Skinner’s Behaviorism theory, it assumed that a human being can be trained using
a system of reinforcement. Correct behaviour receives positive feedback, while errors receive
negative feedback.

This approach to learning is similar to the Direct Method, in that the lesson takes place entirely in the
target language.

Emphasis is on the acquisition of patterns in common everyday

dialogue.

The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on
the understanding of words, but rather on the acquisition of structures and patterns in common
everyday dialogue.

These patterns are elicited, repeated and tested until the responses given by the student in the
foreign language are automatic.

Some characteristics of this method are:

 Drills are used to teach structural patterns

 Set phrases are memorised with a focus on intonation
 Grammatical explanations are kept to a minimum
 Vocabulary is taught in context
 Audio-visual aids are used
 Focus is on pronunciation
 Correct responses are positively reinforced immediately

Modern Usage
The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather
than as the foundation of the course. These types of lessons can be popular as they are relatively
simple, from the teacher’s point of view, and the learner always knows what to expect.

Some of the most famous supporters of this method were Giorgio Shenker, who promoted guided
self learning with the Shenker method in Italy, and Robin Callan, who created the Callan method.

Developments & Problems

This extensive memorization, repetition and over-learning of patterns was the key to the method’s
success, as students could often see immediate results, but it was also its weakness.

It was discovered that language was not acquired through a

process of habit formation.

The method’s insistence on repetition and memorization of standard phrases ignored the role of
context and knowledge in language learning. As the study of linguistics developed, it was discovered
that language was not acquired through a process of habit formation, and that errors were not
necessarily bad.

It was also claimed that the methodology did not deliver an improvement in communicative ability
that lasted over the long term.

Summary
When – 1950 to 1970, some sporadic or selective use today
Focus – Sentence and sound patterns
Characteristics – Listening and speaking drills and pattern practice only in English
Supporters – B.F. Skinner, Leonard Bloomfield, Robin Callan

The Audiolingual Method

. 1. The Audiolingual Method An Approach to L2 Acquisition -BASITA BISWAS BA-VII/H-

39/14
. 2. Definition • The audiolingual method is a technique of foreign language instruction that
emphasizes audio-lingual skills (listening and speaking) over reading and writing, and is
characterized by extensive use of pattern practice. (based on Random House Dictionary)
. 3. Background • This method started to developed in the US during the Second World War. It
became necessary at the time for the US government to set up a special language training
 program to supply the war with language personnel. Thus, the government commissioned
American Universities to develop foreign language program for military personnel. • Thus,
the Army Specialized Training Program (ASTP) was started in 1942. The objective was for
the students to attain conversational proficiency in a variety of foreign languages.
. 4. Background • The method was known as ‘informant method’, since it used a native
speaker of the language, the informant, and a linguist. • Students learnt a language usually
ten hours a day for six days a week.
. 5. Background • The ASTP continued for two years and by the 1950s, as a result of many
factors this method (aural-oral method) became a standardized way of teaching a language.
• After successful launching of the first Russian satellite, the US government realized the
need for more intensive foreign language teaching methodology.
. 6. Background • The National Defense Education Act (NDEA, 1958) provided money for
training of teachers, the development of teaching materials and for study and analysis of
modern languages. • They drew on the earlier experiences of the army programs and the
aural-oral method, adding insights from behaviorist psychology.
. 7. Background • The combination of structural linguistic theory, contrastive analysis, aural-
oral procedures, and behaviorist psychology led to the audiolingual method. • The term
“Audiolingualism” was coined by Professor Nelson Brooks (1964).
. 8. Approach • Theory of Language: Structuralism • Theory of Learning: Behaviorism
. 9. BEHAVIORIST PSYCHOLOGY Behavior theorists define learning as nothing more than
the acquisition of new behavior based on environmental conditions.
. 10. Behaviorism • Organism • Behavior • Stimulus • Response • Reinforcement Learning
Behavior • Learner • Language behavior • Content/input • Learner response • Reaction,
intrinsic/extrinsic approval
. 11. • Foreign language learning is a process of mechanical habit formation. • Language skills
are learned more efficiently if they are learned in spoken form (drills) rather than written form.
• Language must be learned in context of the linguistics and culture.
. 12. Design Short Term • Listening comprehension • Accurate pronunciation • Recognition of
speech symbols as graphic signs • The ability to reproduce these symbols in writing Long
Term • Language as the native speakers use it OBJECTIVES
. 13. Based on a linguistic structure-based approach to language teaching. Built on: i. Step by
step linguistic syllabus, which contains: • Phonology • Morphology • Syntax ii. Lexical
syllabus of basic vocabulary THE SYLLABUS
. 14. Types of learning and teaching activities DIALOGUES • Contextualize key structures •
Illustrate situations • Used for repetition and memorization DRILLS • Repetition • Inflection •
Replacement • Restatement • Completion • Transposition • Expansion • Contraction •
Transformation • Integration • Rejoinder • restoration
. 15. Roles Learner • They can be directed by skilled training techniques • External displays •
Reactive role • Do not initiate interaction Teacher • Central and active • Model of the target
language • Controls the process of learning • Monitors and controls the learners performance
Instructional material • Teacher-oriented • Tape records, language laboratory, and
audiovisual equipment are important
. 16. Procedure Extensive oral instruction is required where the target language is used. a.
Model dialogue. Repeat. Correction of mistakes. Memorize. b. Dialogues are adapted and
acted out. c. Key structures selected and used for pattern drills. d. Textbooks. Follow-up
reading, writing or vocabulary activities. e. Follow-up activities in a language laboratory.
. 17. Advantages • The first method to have a theory. • Making language teaching possible to
a large group of learners. • Emphasizing sentence production, control over grammatical
structures and development of oral ability. • Developing simple techniques and making use
of language lab.
. 18. The Decline of Audiolingualism • Theoretical foundations were considered weak in both
language theory and learning theory. • The practical results did not meet expectations. •
Students were unable to transfer skills to real communication outside classroom. • Many
students found classes boring and unsatisfying. • Fluency wasn’t achieved in the target
language.
. 19. Conclusion • Audiolingualism holds that language learning is like other forms of learning.
• It focuses on accuracy though drill and practice of the basic structures and sentence
patterns of the target language.
. 20. Thank You