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The Audiolingual Method

Nelson Brooks in 1964

Group 4

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Toby Cherry Ruby Leo Ryo


The background of ALM history


the first half of twentieth century.

War II (Because of the military necessary) Method didnt take hold in US.


Direct US

education institution is dedicated in reading approach.


courses focus on oral skills Army Specialized Program(ASTP)

1950s known as Audiolingual Method (Structural linguistic + behavior pychology)

Suitable for

In small classes of mature Highly motivated students


The Audiolingual Method

structural linguistic theory

contrastive analysis


Structural linguistic theory

Structural patterns are taught using repetitive drills.

Structural patterns

Contrastive analysis

Errors should be avoided and corrected right away. Teacher can anticipate the learning of difficulties (Sheep, ship)


S-R chain a process of habit formation Positive reinforcement Mimicry Drills (repetition Drill )
T: I am going to school. Ss: I am going to school.




teaching materials.


Other features
Listening, speaking Reading, writing

-Depending on context. -Overlearning: students learn to answer automatically without stopping to think. -Mother tongue by teacher is permitted. -Language cannot be separated from culture.




Students learn to use or think in target language at first. - Oral efficiency. - Stress the teaching of culture. - Students can deal with everyday situations in target language.

- Lacked the meaningfulness (Noam Chomsky)

Unable to transfer skills to real communication outside the classroom.

- Did not consider the variety of learning styles and preferences of students.

Teaching Learning Process

New material is presented in dialogue form.

Dependence on imitation & memorization of set phrases & overlearning. Vocabulary & structures are learned thorough imitation & are presented in dialogue patterns. Little/no grammatical explanation. Grammar is taught by inductive analogy rather than by deductive explanation. Pronunciation is strictly required.

Tape/language labs/visual aids is needed.

Little/no use of mother tongue by teacher.

Leaners error-free utterances is encouraged. Interaction between learner & teacher.

Learner succeeds to make lingual dialogue outside the class.

Little lingual acquisition gained.

Errors lead to the formation of bad habits.

Errors are not necessarily to be avoided at all costs.

The data of source 20-%20Web/leeclass.jpg n?qid=1405102115660 80%81%E5%B8%AB.jpg Teaching by principles by H. Douglas Brown