AUDIO-LINGUAL METHOD

Audio Lingual Method

Audio lingual method arose as a direct result of the need for foreign language proficiency in listening and speaking skills during World War II. It is also known as Army Method.

AIMS

MAIN FEATURES

It aims:

* to develop listening and speaking

* to be able to use target language communicatively

* to use language automatically without stopping to think

* students are supposed to form new habits in the target language

*Dialogues main features

*Orally first, then in written form

*Focus is on listening and speaking

*Target Language

*Grammar rules are implicit

*Vocabulary is limited and learned in context

*Error correction

*Audio-visual aids are used

Emphasizing the Audio

HISTORY

*1.Listening

2.Speaking

3.Reading

4.Writing

*Listening the most important skill

*Speaking is effective through listening

*Focus is on sentence and sound

The Audio-Lingual method set out to achieve quick communicative competence through innovative methods. From about 1947-1967 the Audio-Lingual approach was the dominant foreign language teaching method in United States.

Army Method

With the World War II armies needed to became orally proficient in languages of their allies and enemies as quickly as possible.

CONCLUSION

In the Audio-Lingual method, students first hear a language. Later, they speak the language, and after that, they read and write in it. This way of language teaching is similar to the Direct Method, the Audio-Lingual method doesn't use students' native language.

Just as with the Direct Method that preceded it, the overall goal of the Audio-Lingual Method was to create communicative competence in learners. However, it was thought that the most effective way to do this was for students to "over learn" the language being studied through extensive repetition and a variety of elaborate drills.

TECHNIQUES

Question and Answer Drill

This drill makes the students practice with answering questions.

The students should answer the teacher's questions very quickly.

Transformation Drill

DISADVANTAGES

A drill which demands a transformation of one sentence type into another.

negative positive

ROLES

Multiple-Slot Substitution Drill

Teacher's Role

Use of Minimal Pairs

ADVANTAGES

The teacher says a cue. The students repeat the line the teacher has given them, substituting the cue into the line in its proper place. The students must recognize what part of speech each cue is.

Repetition Drill

*Can't create anything new.

*Repetition can be very boring and meaningless.

*Little exposure to spontaneous or authentic speech.

*Unable to transfer skills to real communication outside the classroom.

Students repeat the utterances aloud as soon as they hear it.

Minimal pairs is a pairs of words that vary by only a single sound.

sit - seat

free - three

Student's Role

*All students active in the classroom.

*The students can increase their pronunciations and speaking ability.

*Emphasizing sentence production

*Students learn to use or think in target language at first.

* The teacher is like an orchestra leader.

* The teacher has an active role in classroom.

* The teacher monitors and corrects students' performance.

* The teacher directs and controls the language behaviour of the students.

Single-Slot Substitution Drill

Substitution Drill

* The students are imitators of the teacher as perfect model of target language.

* They follow teacher's directions and respond as accurately and as rapidly as possible.

* The students play a passive role or they don't have any control over the content or the method of learning.

The teacher says a cue. The students repeat the line the teacher has given them, substituting the cue into the line in its proper place.

Chain Drill

Grammar Game

The student rephrases an utterance and addresses it to someone else, according to the instructions.

The students form one-by-one conversation, ask and answer questions of each others.

Complete the Dialogue

The games are designed to get students to practice a grammar point within a context. Students are able to express themselves, although in a limited way.

Supermarket Alphabet Game

Selected words are erased from a dialogue students have learned. Students complete the dialogue by filling the blanks with the missing words.

BIBLIOGRAPHY

*Diane-Larsen, Freeman. Techniques and Principles in Language Teaching. England: Oxford University Press, 1990.

*Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge, UK: Cambridge University Press.

*Approaches and Methods in Language Teaching

Jack C. Richards and Theodore S. Rodgers

AUDIO-LINGUAL METHOD