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The Audio-Lingual Method

One of the methods used in Didactics

Denis Gonzalez Pacheco

on 17 July 2013

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Transcript of The Audio-Lingual Method

The Audio-Lingual Method
Activity Types
Universidad Católica de El Salvador
Didactics of the English I
-The Audio-Lingual method of teaching a foreign language was also known as the army method.
-It was originated from the behaviorist theory of learning languages and was popularized by the need of the US army sending troops around the world during World War II.
-This method relies on repetition drills and as a result it was used to teach large numbers of students at the same time.
-Perfect for the US army to give its soldiers a basic understanding in a foreign language where they would be posted.
-The audio-lingual method teaches the language directly but doesn’t use the native language to explain words or grammar.
1- New material is presented in dialogue form.
3 - Structures are taught one at the time.
4 - Structure patterns are taught using repetitive drills.
5 - There is little or no grammatical explanation.
6 - Vocabulary is strictly limited and learned in context.
2 - There is much use of tapes, language labs, and visual aids.
8 - Great importance is attached to pronunciation.
9 - Very little use of the mother tongue by teachers is permitted.
7 - Using this method, students are supposed to form a new habit in the target language.
Mechanical Drill
Meaningful Drill
Communicative Drill
Conversation / Dialogue Memorization
Chain Drill
Substitution Drill
Question-Answer Drill
Use of Minimal Pairs
Complete the Dialog
•It aims at developing listening and speaking skills which is a step away from the Grammar Translation Method.

•The use of visual aids

•All the students are active in the classroom.
•The state of the class is more interesting and lively.

•Speaking and listening skills are better trained.

•Accurate pronunciation

•Vocabulary building
•Teachers simply don´t explain in detail.

•Grammar skill untrained.

•Reduce reading and writing skills.

•Reduce ability to produce own sentences.
• It may require a process of:
- Presentation
- Practice
- Application
• Teacher´s role is central and active.
• The teacher must keep learners attentive.
• The teacher is like an orchestra leader.
• Students hear a model dialogue.
• Students repeat each line of the dialogue.
• Certain words or phrases may be changed in the dialogue.
• The students practice substitutions in the pattern drills.
• They are imitators and having to follow the teacher direction and respond as accurately and as rapidly as possible.
Thanks for your
10 - Successful responses are immediately reinforced.
Full transcript