AUDIO-LINGUAL

METHOD
WHAT IS AUDIO-LINGUAL METHOD (ALM)?
A method used for
teaching foreign-language Sometimes been
which emphasizes the referred to as
teaching of listening and Michigan Method
speaking before reading
and writing. It uses
dialogues as the main form
of language presentation
and drills as the main
training technique. Mother
tongue is discouraged in
the classroom.
 Concepts of ALM Goals of ALM
 To help learners
 Drills the students in the use of acquire accurate
grammatical sentence patterns pronunciation.
 For students to be
 Based on the principles of able to use the target
language
behavior psychology communicatively.

 Implicit learning of grammar rules  Overlearn the target

language
 Uses drills in acquiring the target
language
 Focuses on speaking and listening
 No reference to the mother
tongue.
 Typical Characteristics of ALM
 Based on the principle of ‘habit-formation’
through repetition and drill.
 Focused on listening ang speaking skills
 Dialogues are used in learning the la
 Memorization of set phrases and
sentences while focusing on intonation
and correct pronunciation
 No clear grammatical explanations are
given
 Translation is avoided.
Teacher: attending a party

Exa
Students: attending the party
Teacher: are attending a party
mple:
Students: are attending a party
Teacher: They are attending a party.
Students: They are attending a party.
The games are designed to get students to
practice a grammar point within a context.
 Principles of the Audio-Lingual Method
What are the goals of What is the role of the teacher?
teachers who use the
ALM?
• The teacher is like an orchestra
• Teachers want their leader, conducting, guiding, and
students to be able to controlling the students’ behavior in
use the target the target language.
language • The teacher is responsible for
communicatively. providing students with a good model
• The students achieve for imitation.
this by forming new
habits in the target What is the role of the students?
language and • The students will imitate the model,
overcoming the old which is the teacher.
habits of their native • They follow the teacher’s direction and
language. responds as accurately as possible
What are some characteristics of the What areas of
teaching/learning process? language are
emphasized? What
• New vocabulary and structural patterns are language skills are
presented through dialogues.
emphasized?
• Dialogues are learned through imitation and • Sound system and
repetition. grammatical patterns
• Students learn the language through drills
which are conducted passed upon the • The oral/aural skills
patterns present in the dialogue. receive most of the
attention.
• Students’ successful responses are
positively reinforced.
• Students study grammar inductively:
grammar is induced from the examples
given.
• Students’ reading and written work is based
upon the oral work they did earlier.
 How is the language How are the feelings of
What is the nature of the students dealt with?
student-teacher viewed?
interaction? Student- • There are no
student interaction? principles of the
• Language learning method which relate
is a process of to this area.
• Most of the habit formation.
interaction is
between students What is the role of the
and teacher and How is culture students’ native language?
is initiated by the viewed?
teacher.
• The student’s native
• Cultures consists language is thought
• There is student- of the everyday to interfere in the
student but this behavior and mastery of the target
interaction is lifestyle of the language.
teacher-directed target language
speakers.
How does the Strengths of ALM
How is evaluation
teacher respond to • Making language
accomplished?
student errors? teaching possible to
• When errors do
• Each question on large groups of learners.
the test would
occur, they should focus on only one
immediately be point of the • Reinforcements are used
appropriately.
corrected by the language at a
teacher. time.
• Correct pronunciation
and structure are
emphasized and
Weakness of ALM acquired

• Not developing language competence, and

boredom caused by endless pattern drill
• Learners having little control over learning.
• References/Additional Resources
• Brooks, N. 1964. Language and Language Learning: Theory and Practice (2nd edn.). New York: Harcourt Brace.
• Chastain, K. 1988. Developing Second-language Skills (3rd edn.). Chicago: Rand McNally College Publishing.
• Finocchiaro, M. 1974. English as a Second Language: From Theory to Practice (2 edn.). 62–72, 168–72. New
nd

York: Regents Publishing.

• Fries, C. 1945. Teaching and Learning English as a Foreign Language. Ann Arbor: University of Michigan Press.
• Lado, R. 1957. Linguistics Across Cultures: Applied Linguistics for Language Teachers. Ann Arbor: University of
Michigan Press.
• ____. 1964. Language Teaching: A Scientific Approach. New York: McGraw-Hill.
• Paulston, C. 1971. ‘The sequencing of structural pattern drills.’ TESOL Quarterly 5/3, 197–208.
• Prator, C. 1965. ‘Development of a manipulative-communication scale’ in R. Campbell and H. Allen (eds.).
Teaching English as a Second Language. New York: McGraw-Hill.
• Rivers, W. 1968. Teaching Foreign Language Skills. Chicago: University of Chicago Press.
• Skinner, B. F. 1957. Verbal Behavior. New York: Appleton-Century-Crofts.
• https://www.slideshare.net/omarswan/the-audio-lingual-method-4900204