The Audio Lingual Method

The
Audiolingual
Method
Done by :
Amina BENDJEBBOUR .
Teacher’s training school – bouzareah

Here’s what you will find in this template:
1. Introduction .
2. Background .
3. Definition .
4. Modern usage .
5. Behaviorist psychology .
6. ALM basic principles .
7. ALM techniques .
8. Features of ALM .
9. ALM objectives .
10. Learner’s role / teacher’s role .
11. ALM advantages and disadvantages .
12. The strength and weakness of ALM .
13. Critiques .
14. The decline of ALM .
15. Conclusion .
The Content :

Introduction
The Audio-Lingual Method was developed in the United
States during World War II. At that time there was a
need for people to learn foreign languages rapidly
for military purposes . The Grammar-Translation
Method did not prepare people to use the target
language. While communication in the target
language was the goal of the Direct Method, there
were at the time exciting new ideas about language
and learning.

Background
01.
It 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 commisioned American
universities to develop foreign language program for
military personnel .

02. definition
The audio-lingual method, Army Method, or New Key, it is a style of teaching used in
teaching foreign languages . it is based on behaviourist theory , which professes
that certain traits of living things , and in this case humans could be trained
through a system of reinforcement , correct use of trait would receive positive
feedback while incorrect use of that trait would receive negative feedback .
It is a method of foreign language teaching which emphasizes the teaching of
listening and speaking before reading and writing . it uses dialauges as the main
form of language presentation and drills as the main training techniques . Mother
tongue is discouraged in the classroom .
This approach to language learning was similar to another , earlier method called The
Direct Method . like the direct method , the audiolingual method adviced that
students be taught a language directly , without using the student’s native
language to explain new words or grammar in the target language . however ,
unlike the direct method , the audiolingual method did not focus on teaching
vocabulary rather , the teacher drilled students in the use of grammar .

● 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.
03.Modern usage:

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 kinf of mental behavior . behaviorist psychology states that
people are conditioned to learn many forms of behavior including
langauge through the process of training or conditioning .
04. Behaviorist psychology

- Separation of language skills into listening , speaking , reading and
writing , with emphasis on the teaching of listening and speaking
before reading and writing .
- Spoken language comes before written language .
- Grammar structure come first , vocabulary will follow .
- Use dialogues as the chief means of presenting the language .
- Discourage the of the mother tongue in the classroom .
- Errors are carefully avoided because they lead to the formation of bad
habits .
- Positive reiforcement is good for changing habits .
- Students learn to answer automatically without thinkin first .
- The teacher has a responsibility to teach the culture of the target
language users .
05. ALM principles

06. ALM techniques
The audio-lingual method has different tecniques in contrast
with the grammar translation method and the direct
method . it lays emphasis on mimicry as a main technique
. this is done through memorization of the dialogues and
imitative repetition .the use of drills and patterns practice
includes the following :

Repetition : where the student repeats an utterance as soon as he hears it , whithout looking
at printing materials .
EX : i used to know him ____ i used to know him
I used to know him years ago .
Inflection : where one word in a sentence appears in another form when repeated .
EX : i bought the ticket _____ i bought the tickets
He bought the candy ____ she bought the candy .
Replacement : where one word is replaced by another word .
EX : he bought his house cheap _____ he bought it cheap .
Helen left early ____ she left early .
Restatement : the student rephrases an utterance and addresses it to someone else ,
according to instructions .
EX : tell him wait for you ____ wait for me .
Ask her how old is she ____ how old are you ?

Completion :
EX : i have a …… ___ i have a cat .
Transposition : a change in word order is necessary when a word is added .
EX : i am hungry . /so / ____ so am i .
Expansion : when a word is added it takes a certain place in the sequence .
EX : i know him ( hardly ) ____ i hardly know him .
Contraction : a single word stands for a phrase or clause .
EX : put your hand on the table ___ put your hand there .
Transformation : a sentence is transformed by being made negarive or interrogative or through
changes in tense , mood , voice , aspect , or modability .
EX : he knows my adress ___ he does not know my adress .
Integration : two seperate utterance are integrated into one .
EX : they must be honest ____ it is important that
This is important _____ they be honest
Rejoinder : student makes an appropriate rejoinder to a given pattern . ( polite , answer the
question , agree , disagree , express , surprise …)
EX : thank you ___ you are welcome .
What is your name ? ____ my name is Amel .

Restoration : is one of the most common patterns that can be found
in ESL textbooks .
EX : kids / waiting / school / bus . ____ kids are waiting for school bus .
Use of minimal pairs :
EX : ship – sheep ( freeman , 2000) .

- Foreign language is the same as any other kind of learning and can be explained
by the same laws and principles (Stimulus-Response- Reinforcement).
- Learning is the result of experience and is evident in changes in behaviour. The
aim is for linguistic competence and accuracy.
- Foreign language learning is different from first language learning.
- Foreign language learning is a process of habit formation.
- Language learning proceeds by means of analogy (habit- formation involving
discrimination and generalization) rather than analysis (deductive learning of
rule, as - -- the Grammar Translation Method) and involves attending to form
and structure.
- Errors are the result of first language interference and are to be avoided at all
costs in the course of instruction. Teachers must specify what language the
student will use and control student interaction with the language.
- Focuses on all its practices and procedures shifted from reading, translating and
deductive explanation of grammar rules to the listening, speaking and the
inductive presentation of language patterns in the spoken language.
07. ALM features

The general objective of the audio-lingual method is to enable the
target language communicatively , short-range objectives include
training is listening comprehension , accurate pronunciation ,
reading comprehension and production of the audio-lingual
method are the developement of mastery in all four language skills ,
beginning with listening and speaking , and using these as a bais 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 speakers have to use it automatically without
stopping to think .
08. ALM objectives

Learners play a reactive role by
responding to stimuli , and thus
have little control over the
content , pace or style of learning .
The teacher’s role is central and
active ; it is a teacher-
dominated method . he
controls the direction an
monitors and corrects the
learner’s performance .
01. learner’s role 02. teacher’s role

09. ALM advantages and
disadvantages
Advantages :
- audio-lingual method also has certain advantages
that are worth the analysis and purpose of this work .
- The ALM has been based on psychological
approach : behaviourism .
- The original language is not used to teach foreign
languages .
- No translation is allowed to teach vocabulaty .
It made language learning accessible to a large group
of ordinary learners .
- Developing simple techniques and making use of
language lab .
Disadvantages :
-The behaviorist approach to learning is now
discredited. Many scholars have proven its weakness.
- It does not pay sufficient attention to
communicative competence .
- Only language form is considered while meaning is
neglected.[ Equal importance is not given to all four
skills.
- It is a teacher-dominated method.
- It is a mechanical method since it demands pattern
practice, drilling, and memorization over functional
learning and organic usage.
- The learner is in a passive role; the learner has little
control over their learning.

10. ALM strength and
weakness
The strengths of Audio Lingual Method:
- All the students are actives in the class.
- The circumstance class are more interesting and life.
- The speaking and listening skill are more drilled, so the pronunciation skill and listening skill are more
controlled.

The weaknesses of Audio Lingual Method:
- For the smart students this method is
bored, because the procedure of the ALM
method is majority repeat the sentence.
- Sometimes the students are confused
because the teacher explain the material
in simple way not in detail way.
- The grammar skill is not more drilled.

This theory does not focus on learning the use and meaning of abstract
words ; instead focuses on just repeating .
Chomsky criticized this theory because the theory focuses on grammar
methods but does not show how to use this grammar in communication .
11. critiques

The theoritical attack on audio-lingual beliefs resulted from changes in
American linguistic theory in the 1960s .
Students unable us to transfer skills acquaired through audiolingualism to real
communication outside the classroom , and audiolingual procedures to be
baring and unsatisfying .
Chomsky’s theory of transformational grammar proposed that the fundamental
properties of language derive from how human’s process experience
through language .
11. The decline of ALM

Audiolingualism holds that language learning is like
other forms of learning . it focuses on accuracy
through drill and practice in the basis structures
and sentences patterns of the target language .
conclusion
thank you !

The Audio Lingual Method

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