CONTENTS

1. Unit information / Theme of the week 3

2. Subtheme information 4

2.1 Definition 4

2.2 Techniques 8

3. Bibliography 10

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1. Unit information
Theme of the week:

» Objective:
To recognize the approaches to have in higher knowledge of the language, as
well as a better development of it in different environments

» Theme:
Audio-lingual

» Subthemes

1. Definition
2. Techniques

» Unit:
Methods and approaches in language teaching

» Duration of weekly hours

10 H

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 Methods and approaches in language teaching

2. Subtheme information
2.1 Definition
Audio-lingual is also called The Army method and it was created in the United States of
America with the main context influenced by World War II. America had the need to
supply of knowledge of languages to military personnel, it was especially focused on
communicating orally, more than fifty universities helped with the program and it was
notorious in the 1950s (Richards & Rodgers, 2014). The audio-lingual method is focused
on sentences and sound patterns.

There are two main influences: Behaviourism psychology and Structuralism.

Behaviourism had an important influence on the teaching philosophy of the audio-

lingual method, which maintains that a stimulus provokes a response and that response
provokes positive or negative reinforcement, this last part makes the difference, if the
reinforcement is positive, the answer can be repeated again, otherwise, the answer will
be avoided.

Therefore, these are the three main elements of learning, which can be represented in
the following graph:

+
Habit

Stimulus Response Reinforcement

-
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Figure 1. Behaviourism model

Source: By the author

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 Methods and approaches in language teaching

Learning a language is basically related to a mechanical aspect of repetitions. The set of

stimulus and response chains is represented as the acquisition of the domain of a
language. Larsen-Freeman (2000) mentions in her book that the more often something
is repeated, the stronger the habit and the greater the learning.

Structuralism became a central element in the Audio-lingual method, it was linked to

both by grammar because grammar is basically structured and organized and the focus
of teaching on the repetition of similar structures, which produce remarkable changes.
In this part is necessary to refer that language is describing in structural levels as
pyramidal.

Discourse
(Clauses)

Syntax level
(word, phrases &
sentences)

Morphology level
(morphemes)

Phonology level
(phonemes)
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Figure 2. Language Structural levels

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 Methods and approaches in language teaching

This pyramid shows us the structure of the language level. It starts with the most basic
level:

» Phonemes: is the sound individually and the set of pronounced sounds.

» Morphemes: it is the phase in which we begin with a word.

» Syntax: sentences and clauses. It leads us to combine and arrange the words and
expressions within the discourse.

» Discourse: at this level, the clauses are grouped and the individual can recognize
the literal meaning of phrases and sentences.

Remember the idea of Audio-lingual is that students avoid errors and memorize
phonemes, morphemes, phrases, and clauses, in order to move to the next level where
they can substitute and add more words on their own.

Larsen-Freeman (2000) in her book mentions two points that are necessary to consider.
First, the Audio-lingual method helps learners to become more native speakers because
“speech is more basic to language than written form. The natural order to learn a native
© Universidad Estatal de Milagro – UNEMI

language is listening, speaking, reading and writing”, and the other point is that language
is connected with culture. It is necessary that teachers elicit students to know more
about the target language through people behaviour.

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 Methods and approaches in language teaching

In the end, we can summary the Audio-lingual method in the following graphic:

Classroom
Material as
dialogue.
Possitve
Mimicry
answer -
memorization
inmediately
over-learning
reinforced

Audio-
lingual
Structural
Pronunciation
patterns /
is very
repetitive
important
drills

lack of
Limited
grammatical
vocabulary
explanation

Figure 3. Audiolingual graphic is adapted from Audio-Lingual Method. Alemi & Tavakoli,
2016: p. 4. 3rd International Conference on Applied Research in Language Studies.

For knowing more go to: https://www.youtube.com/watch?v=QjbewExPM_Q&t=2s

© Universidad Estatal de Milagro – UNEMI

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 Methods and approaches in language teaching

2.2 Techniques
Richards and Rodgers (2014) proposed different exercises with a predominance of dialogues
and drills. Following this principle, we can use some patterns that they used:

» Repetition
» Addition
» Inflection
» Replacement
» Restatement
» Completion
» Transportation
» Restoration

•This is my car
Repetition •This is my car

•This is my car
Addition •This is my new car

•I bought the pencil

Inflection •I bought the pencils

•Jaime is tall
Replacement •She is tall
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•He asked about the new girl

Restatement •Who is she?

•I'll have mine and you...

Completion •I'll have mine and you'll have yours

•I went to the cinema yesterday. (So)

Transportation •So do I

•John/take/vacations (future)
Restoration •John is going to take vacations

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 Methods and approaches in language teaching

Larsen-Freeman (2000) also states that there are techniques that have already been used
and that can be adapted in the Audio-Lingual method.

» Dialogue memorization
» Drill (Chain, Transformation, Question-and-answer, and so on)
» Complete the dialogue
» Grammar Game

Regarding of the roles of teachers and students in the Audio-lingual method, we show
you in the following table:

Teachers Students
Easy control Ss as imitator
Role model Repeat and follow patterns
Immediately feedback
Easy to motivate the student
Table 1. Based on Teaching and principles in Language Teaching. Diane
Larsen-Freeman, 2004, p45, Oxford, Oxford University Press

In the following link you can watch a video of a parody of audiolingual method was and how
it can be implemented in a real classroom:
© Universidad Estatal de Milagro – UNEMI

https://www.youtube.com/watch?v=vFDL4xI1Qu4

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 Methods and approaches in language teaching

3. Bibliography

» Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching.

Oxford: Oxford University Press.

» Richards, J., & Rodgers, T. (2014). Approaches and Methods in Language

Teaching - third edition. Cambridge: Cambridge University Press.
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