Rani Ayu Latifa

Desi Helprida
Windy Octaviani

3
P
U
O
G
R THE AUDIO
LINGUAL
METHOD
The Audio-Lingual Method
was developed in the U.S Historical
during the Second World War.
At that time, there was a need Background
for people to learn foreign
languages rapidly for military
purposes.
That's why this method is also
known as Army Method.
 •The Audio-Lingual Method is an oral-
based approach. It drills students in the
Definition use of grammatical sentence pattern.
•However, unlike the direct method, the
audio-lingual method did not focus on
teaching vocabulary. Rather, the teacher
drilled students in the use of grammar.
•This method emphasizes the teaching of
listening and speaking before reading and
writing.
•It has a strong theoretical base in
linguistics and psychology.
•Mother tongue is discouraged in the
classroom.
•Students be able to use the
target language
communicatively. Aims
•Forming new habits in the
target language and
overcoming the old habits of
their native language.

•Learners could overcome the

habits of their native
language speakers.
 Methodolo
gy

There are 4 parts to the Audio Lingual method.

1. Repetition : the students repeat what the teacher

says. They copy the teacher word by word.
2. Inflection : The teacher says a word or sentences,
the students change the form.
3. Replacement : The teacher says a sentence and the
students replace a word in the sentence.
4. Restatement : The teacher says a sentence and the
students rephrase the sentence.
 Techniques
1. Dialogue memorization : through mimicry, students
repeat the lines until the memorize them.

2. Use of minimal pairs: pairs of words that are

different only in one sound (ship/sheep). Teacher
chooses words to work on their pronunciation after
doing contrastive analysis between L2 and L1 to
locate the difficulties.

3. Grammar games : games in this method are used to

practice a grammar point. However it includes
 Making language teaching
possible to large groups of
learners.
 Emphasizing sentence Advantages
production, control over
grammatical structures and
development of oral ability.
 Developing simple
techniques and making use
of language lab.
 Developing the separation
of the language skills.
  Not developing language
Disadvantage competence, lack of
s effectiveness, and boredom
by endless pattern drills.
 Learners having little control
over their learning.
 Teacher’s domination of the
class.
 Teacher – oriented
materials.
 Similiarities and
Differences
 Similar to the direct method:
a. They both are oral-based approaches –
pronunciation and ability of speaking in the target
language is superior to other skills.
b. Grammar is learnt inductively.

 Different from the direct metod:

a. Not only vocabulary but also grammatical sentence
patterns.
b. Stronger theoritical base in linguistics ( structural
linguistics) and psychology (behavioural
 Examples
• Repetition
Teacher: I want to buy a dress.
Student: I want to buy a dress.
• Inflection
Teacher: I ate the sandwich. 
Student: I ate the sandwiches.
•Replacement
Teacher: He bought the car for half-price.
Student: He bought it for half-price.
•Restatement
Teacher: Tell me not to smoke so often.
Student: Don't smoke so often!
 ANY
QUESTIONS
?
Thank You
❤