Level: 3LMD

Module: Didactics
Lecturer: Miss. Berkati

Lecture 7: Audio-Lingual Method

Audio-Lingual Method

Historical Overview of Audio-Lingual Method

During the second world war, the audio-lingual method was developed in the united
states a special language training program was set up by the U.S government at the time to provide
language personnel for the war. After the outbreak of world war II the armies needed to speak
their allies and enemies language as quickly as possible.

This training program was established in 1942 with specific objectives to reach
conversational skills and proficiency in a variety of foreign languages. Based on behaviorist
theory the audio linguistic method proposes training the armies by means of reinforcement. In
addition, this method is also based on structuralism view of language.

Structuralism: Language is a system of structural related elements, like phonological units,

grammatical units, and lexical items. The learning of the target language is assimilate the items of

the target language system. Structuralisms study the language in order to describing the

performance, the «parole” as it is the only observable feature of language.

Behavioral Psychology: The audio lingual is the teaching method that originated from the

behaviorist theory and focused on language learning as mater of habit-formation. In sense that,

leaning occurs through associations, habit formation and reinforcement. For instance, learner's

desired behaviors are reinforced through rewards or encouragements. As a matter of fact, dialogues

and drills formed the basis of learning that were used for repetition, memorization, correct

pronunciation, stress rhythm, and intonation. Behaviorists believe that the effective language

learning skills emerges when they are presented orally first, then in oral form.
 Definition the audio-lingual method

Originally known as the army method this teaching method relied heavily on linguistic
theory and behavioral psychology. It was proposed by American linguists in 1950s. Later, it was
developed from the principle that a language is first of all a system of sounds for social
communication, and writing is a secondary derivative system for the recording of spoken
language.
Richards and Rogers stress that foreign language learning is basically a process of
mechanical habit formation and good habits are formed by giving correct responses rather than by
making mistakes.

Features of the Audio-Lingual Method

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.
 The main features of this method are drill, that are used to teach structural patterns.
 Phrases are memorized with a focus on intonation grammatical explanations are kept to a
minimum.
 Vocabulary is taught in context.
 Listening, speaking, reading and writing skills are taught in the following order of
importance.
 Audio visual aids are used focus is on pronunciation.
 Correct responses are positively reinforced immediately.
 Each skill listening speaking reading and writing is treated and taught separately
 The skills of writing and reading are not neglected but the focus throughout remains on
listening, and speaking.
 Dialogue is the main feature of the audio lingual syllabus.
 The language laboratory was introduced as an important teaching aid.
 The mother tongue was not given much importance similar to the direct method.
 Students aren't allowed to speak their native language at school, yet they are encouraged to
use the target language in classroom.
Procedure of the Audio-Lingual Method
 Stage one: a given language class we use dialogues to teach useful vocabulary and
common communication structures the students must memorize every line of the dialogue.
Then, students carefully listen to all aspects of the spoken target language. Thus they learn
dialogues through repetition over time.
  Stage two: the reading material establishes the relationship between speech and writing,
by using the oral lesson learned in previous classes. First all reading material is presented orally
during the earliest stages of writing, students copy the structures and dialogues that we learned
earlier. After mastering the basic structure, the students were asked to write composition
reports based on the oral lesson.

Merits of ALM
 Strong emphasis is placed on listening and speaking skills especially the former.
 The use of visual aids is effective in vocabulary teaching.
 The method is effective and easy to use for larger groups.
 The correct pronunciation and structure of the language are emphasized and mastered.
 It is a teacher-dominated method, that is learners are guided in their learning no control over
the material and the method of study.

Drawbacks and Criticism of ALM

 It does not pay sufficient attention to communicative competence.
 Only language form is considered while meaning is neglected.
 There is not equal importance given to all four skills.
 It is a teacher-dominated method rather than utilizing functional learning and organic learning.
 This method is mechanical as it emphasizes pattern practice drilling and memorization.
 There is a little control over learning on the part of the learner.
 The learner plays a passive role.

Conclusion
The audio-lingual method to language teaching has a lot of similarities with the direct
method. In sense that, both methods were conceived as a reaction to shortcomings in the grammar
translation method. Therefore, there are points of convergence between both methods, as both
reject the mother tongue, emphasize speaking and listening, and both aim to combat deficiencies
presented by grammar translation. Henceforth, there are some differences while direct methods
emphasize on the vocabulary, the audio lingual methods focus on grammar practice and drills.
To conclude, the audio lingual method target is to develop the skills in the individual using
dialogues and drills