AUDIOLINGUAL

METHOD

APPROACH
Theories on

the nature of language

Audio-Lingual Method has viewed language as
descriptive rather than prescriptive.
Language forms do not occur by themselves;
they occur most naturally within a context .
Language cannot he separated from culture.
The native language and the target language
have separate linguistic systems
Oral Speech is more basic to language than
the written form.
Particular parts of speech occupy particular
'slots' in sentences.
Each language has a finite number of patterns.

the nature of language learning

The purpose of language learning is to learn how to
use the language to communicate.
Language learning is a process of habit formation.
Errors lead to the formation of bad habits.
Positive reinforcement helps the students 10
develop correct habits.
Students should learn to respond to both verbal and
nonverbal stimuli.
Students should overlearn.
The learning of a foreign language should be the
same as the acquisition of the native language.
The natural or der'- the order children is: listening,
speaking, reading. and

DESIGN
a.
b.
c.
d.
e.
f.

Goal
Syllabus model
Types of learning and teaching activities
Learner roles
Teacher roles
The role of instructional materials

Goal
General

To be able to use the

target language
communicatively

Specific
To form new habits in
the target language and
To overcome the old
habits of their native
language
To acquire structural
pattern
To overlearn the target
language
To learn to use it
automatically without
stopping to think

Syllabus Model
Based on a linguistic or structure-based
approach to language teaching.
Built on:
1. Step by step linguistic syllabus, which
contains:
. Phonology
. Morphology
. Syntax
2. Lexical syllabus of basic vocabulary.

Types of learning and teaching

activities

Dialogue memorization
Backward build-up (expansion) drill
Repetition drill
Chain drill
Single-slot substitution drill
Multiple-slot substitution drill
Transformation drill
Question-and -answer drill
Use of minimal pairs
Complete the dialogue
Grammar game

Learner roles
Students are imitators of the
teacher's model.
They follow the teacher's directions
and respond as accurately and as
rapidly as possible (reactive role).
They do not initiate interactions.

Teacher roles
Central and active
like an orchestra leader, directing
and controlling the language
behavior of her students
Responsible for providing her
students with a good model for
imitation
Monitors and controls the learners
performance

The role of instructional

materials
They assist the teacher to develop
language mastery in the learner
They provide the texts of dialogues and
cues needed for drills and exercises
Tape recorder provides accurate models for
dialogues and drills
Language laboratory provides the
opportunity for further drill work and to
receive controlled error free practice of
basic structures

PROCEDURE
Classroom techniques,
practices and behaviors
observed when the method is
used.

 The process of teaching involves

extensive oral instruction.
The focus of instruction is on
immediate and accurate speech.
The target language is used as the
medium of instruction.
Translation or use of the native
tongue is discouraged.
Classes of ten or less are considered
optimal, although larger classes are
often the norm.

Brooks (1964)
The modeling of all learning by the teacher.
The subordination of the mother tongue to the
second language by rendering English inactive
while the new language is being learned.
The early and continued training of the ear and
tongue without recourse to graphic symbols.
The learning of structure through the practice of
patterns of sound, order, and form, rather than
by explanation.
The gradual substitution of graphic symbols for
sounds after sounds are thoroughly known.

 The summarizing of the main principles of structure

for the student's use when the structures are
already familiar, especially when they differ from
those of the mother tongue.
The shortening of the time span between a
performance and the pronouncement of its
rightness or wrongness, without interrupting the
response.
The minimizing of vocabulary until all common
structures have been learned.
The study of vocabulary only in context.
Sustained practice in the use of the language only
in the molecular form of speaker-hearer-situation.
Practice in translation only as a literary exercise at
an advanced level.

In a typical audiolingual lesson

the following procedures
would be observed:

Students first hear a model dialogue containing the key

structures that are the focus of the lesson.
The dialogue is adapted to the students' interest or
situation, through changing certain key words or
phrases.
Certain key structures from the dialogue are selected
and used as the basis for pattern drills of different
kinds.
The students may refer to their textbook, and follow-up
reading, writing, or vocabulary activities based on the
dialogue may be introduced.
Follow-up activities may take place in the language
laboratory, where further dialogue and drill work is
carried out.

References
Brown, H. D. (1980). Principles of language learning and
teaching.
Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). EnglishAs-A-Second-Language (ESL) Teaching and Learning: Pre-K-12
Classroom Applications for Students Academic Achievement
and Development.Education Review//Reseas Educativas.
Krashen, S. (1982).Principles and practice in second
language acquisition(Vol. 2). Pergamon: Oxford.
Larsen-Freeman, D. (2000).Techniques and Principles in
Language Teaching 2nd edition. Oxford university press.
McGregor, W. B. (2015).Linguistics: an introduction.
Bloomsbury Publishing.
Richards, J. C., & Rodgers, T. S. (1987).Approaches and
methods in language teaching. Cambridge University Press.