The audiolingual methodPresentation Transcript

1. From Approaches and Methods in Language Teaching By J.C. Richards and T.S. Rodgers.
2. Background Before World War II, there were three methods: a) A modified Direct Method
Approach b) A Reading Approach. c) A Reading-Oral Approach.
3. Problems with these three methods: 1. They lacked standardization of vocabulary and
grammar. 2. No one could agree what was important to teach for beginning, intermediate or advanced
learners. 3. They basically, lacked STRUCTURE
4. The Army Specialized Training Program The Army Specialized Training Program (ASTP)
was started in 1942. Native speakers acted as an informant of the language and as a linguist, as in
the Direct Method. Students and informants gradually language, ten hours a day for six days a week.
learned a
5. The ASTP continued for two years and by the 1950s, as a result of many factors
Audiolingualism became a standardized way of teaching a language.
6. It changed everything again: a) It made the U.S. Government realize the need for new and
more intensive foreign language teaching methodology. b) The National Defence Education Act (1958)
provided money for training of teachers, the development of teaching materials and for the study and
analysis of modern languages.
7. The term Audiolingualism was coined by Professor Nelson Brooks (1964). In the
1960s, Audiolingualism began to lose its popularity, but this method is still used today.
8. Approach Theory of Language: Structuralism Structural linguistics influenced
Audiolingualism. Elements in a language are Phonology Morphology linearly produced in a rulegoverned way. Phrases Linguistic levels are pyramidally structured. Sentences
9. Approach Theory of Learning: Behaviourism Behavioural psychology influenced
Audiolingualism. Behaviourists believe that humans are organisms capable of learning many
behaviours. It depends on three elements: 1. Stimulus: Bring out behaviour. 2. Response: Triggered by
stimulus. 3. Reinforcement: Marks the response as being appropriate or not and encourages repetition
which is vital in the learning process.
10. Behaviourism Learning Behaviour Organism Learner. Behaviour Language
behaviour. Stimulus Content. Response Learners response. Reinforcement Reaction
intrinsic/extrinsic approval.
11. Approach - Conclusions Foreign language learning is a process of mechanical habit
formation. Language skills are learned more effectively if they are learned in spoken form (drills)
rather than written form. Language must be learned in context of the linguistics and culture.
12. Design - Objectives Short-term Objectives Long-term Objectives Listening
comprehension. Language as the native Accurate pronunciation. Recognition of speech
symbols as graphic signs. The ability to reproduce these symbols in writing. speaker uses it.
13. Design The Syllabus 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.

14. Design Types of learning and teaching activities. Drills Dialogues Distinctive feature
of this method. Contextualize key structures. Illustrate situations. Used for repetition and
memorization. 7. Expansion. 8. Contraction. 9. Transformation 1. Repetition. 2. Inflection. 3.
Replacement. 10. Integration. 4. Restatement. 11. Rejoinder. 5. Completion. 12. Restoration. 6.
Transposition. .
15. Design - Roles 1. Learner roles: They can be directed by skilled training
techniques. External displays. Reactive role. They do not initiate interaction. 2. Teacher roles: 3. The
role of Central and active. Model of the target language. Controls the process of
learning. Monitors and controls the learners performance. instructional materials: Teacheroriented.
Tape recorders, a language laboratory and audiovisual equipment are important.
16. Procedure Extensive oral instruction is required where the target language is used.
Typical procedures: 1. Model dialogue. Repeat. Correction of mistakes. Memorize. 2. Dialogues are
adapted and then acted out. 3. Key structures are selected and used for pattern drills. 4. Textbooks.
Follow-up reading, writing activities may be introduced. 5. Follow-up activities in a language
laboratory. or vocabulary
17. The decline of Audiolingualism It was examined in many ways: 1. Theoretical
foundations were considered weak in both language theory and learning theory. 2. Practitioners
discovered that the practical results did not meet expectations. 3. Students were not able to transfer
skills to communication outside the classroom. 4. Many students found the classes boring and
unsatisfying. real
18. Noam Chomsky He rejected this approach. His theory of transformational grammar
said that language is creative and generated, not a habit. Language derives from innate aspects of the
mind and from how humans process experience through language.
19. Final Conclusion... Audiolingualism holds that language learning is like other forms of
learning. That is the reason why, it stresses the mechanistic aspects of language learning and language
use

1. The Audiolingual Method By: SHEILA WIJAYANTI @Sheila_Chei English Education

Department Jember University

2. The Audiolingual Method Background Approach Design Procedure The Decline of

Audiolingualism Conclusion
3. Background The Coleman Report 1929 recommended a readingbased approach to foreign
language teaching for use in American schools and collages preceded by list of vocabulary. Linguists
and applied linguists during this period were becoming increasingly involved in the teaching of English
as a foreign language. These factors led to the emergence of the American approach to ESL, which by
mid-1950 had become Audiolingualism.
4. In many ways the methodology used by U.S linguist and language teaching experts during
this period sounded similar to the British Oral Approach, although the two traditions develop
independently. The emergence of the Audiolingualism Method resulted from the increased attention
given to foreign language teaching in the U.S. toward the end of 1950s Audiolingualism claimed to
have transformed language teaching from an art into science, which would enable learners to achieve
mastery of a foreign language effectively and effeciently.
5. Approach Theory of Language Underlying Audiolingualism was derived from a view
proposed by American linguists in the 1950 a view that came to be known as structural linguistics.
The term structural referred to these characteristics: a) Elements in a language were thought of as being
linearly produced in a rule-governed (structured) way. b) language samples could be exhaustively

described at any structural level of description. c) Linguistic levels were thought of as systems within
system.
6. Theory of learning to the behaviorist, the human being is an organism capable of a wide
repertoire of behaviors. The occurance of these behaviors is dependent on three crucial elements in
learning:a stimulus, which servesto elicit behavior; a response triggered by a stimulus; and
reinforcement, which serves to mark the response as being appropriate(or inappropriate)and encourages
the repetition(or suppression) of the response in the future
7. Theory of Learning : 1. Foreign language learning is basically aprocess of mechanical habit
formation. 2. Language skills are learned more effectively if the items to be learned in the target
language are presented in spoken form before they are seen in written form. 3. Analogy provides a
better foundation for language learning than analysis. 4. The meanings that the words of a language
have for thenative speaker can be learned only in a linguistic and cultural context and not in isolation.
8. Design Objectives short-range objectives include training in listening comprehension,
accurate pronunciation, recognition of speech symbols as graphic signs on the printed page, and ability
to reproduce these symbols in writing. long-range objectives must be language as the native speaker
uses it. There must be some knowledge of second language as it is possessed by a true bilingualist.
9. The Syllabus Audiolinguism is a linguistic, or structure- based, approach to language
teaching. Linguistics syllabus contains the key items of phonology, morphology, and syntax of the
language arranged according to their order presentation. The language skills are taught in the order of
listening, speaking, reading, and writing. Listening is viewed largerly as training, but at more advanced
levels,more complex reading and writing tasks maybe introduced.
10. Types of Learning and Teaching Activities 1. Repetition : The students repeats an utterance
aloud as soon as he has heard it. 2. Inflection : One word in an utterance appears in another form when
repeated. 3. Replacement : One word in an utterance is replaced by another.
11. 4. Restatement : the students rephrases an utterance and addresses it to someone else,
according the instructions. 5. Completion : the students hears an utterance that is complete except for
one word, then repeats the utterance in completed form. 6. Transposition : a change in word order is
necessary when a word is added.
12. 7. Expansion : when a word is added it takes a certain places in the sequences. 8.
Contraction : a single word stands for a phrase or clause. 9. Transformation : a sentenceis transformed
by being made negative or interrogative or through changes in tens, mood, voice, aspect, or modality.
13. 10. Intergration : two seperate utterances are integratedinto one. 11. Rejoinder : the student
makes an appropriate rejoinder to a given utterance. 12. Restoration : the student is given a sequence of
words that have been culled from a sentence but still bear its basic meaning.
14. Learner roles learners play a reactive role by responding to stimuli, and thus have little
control over the content,pace, or style of learning. Teacher Roles The teachers role is central and
active; its a teacher-dominated method. The teacher controls the direction an monitors and corrects the
learners performance.
15. The Role of Instructional Materials Instructional materials in the Audiolingual method
assist the teacher to develop language mastery in the learner. A students textbook is often not used.
Tape recorders and audiovisual equipment often have central roles in an audiolingual course. Provides
accurate models for dialogues and drills.
16. Procedure 1. Modeling
17. 4. The students may refer to their textbook, and follow-up reading, writing, or vocabulary
activities based on the dialogue may be introduce. 5. Follow-up activities may take place in the
language laboratory, where further dialogue and the drill work is carried out.
18. The Decline of Audiolingualism The theoritical attack on audiolingual beliefs resulted
from changes in American linguistic theory in the 1960s. Students unable to transfer skills acquaired

through Audiolingualism to real communication outside the classroom, and audiolingual procedures to
be boring and unsatisfying.
19. Chomkys theory of transformational grammar proposed that the fundamental properties of
language derive from innate aspects of the mind and from how humans process experience through
language.
20. Conclusion Audiolingualism holds that language learning is like other forms of learning.
Focus on accuracy through drill and practice in the basic structures and sentences patterns of the target
language.
21. Question: 1. Can you give an example of the implements of reactive role in the class? (Nur
Azizah) A : by responding to stimuli.
22. Answer 2. Why students textbook isnt often used in the role of instructional materials?
(Lailatus) A: because in audiolingualism we focus on listening and speaking, so we dont need to use
textbook.
23. 3. Give the examples and practice of the 3 crucial elements. (Annisa). A : - stimulus : a
sentence, words, and/or using picture. - response : the students response what the teacher said or show
the pictures. - Reinforcement: a. Positive Reinforcement : b. negative : give a
24. 4. Which one is the most useful types of learning in class and should we do all of them?
(Heri) A : thats depends on the class situation and the goals.
25. 5. What is advantages and disadvantages of Audiolingualism? (Anies) Advantages : the
strength is in the accuracy. Disadvantages : the weakness is in the fluency.
1. Audio Lingual MethodBy : Putri andriani
2. 1. BackgroundAudio Lingual Method (ALM) is themethod that was introduced in the
UnitedStates in the 1940s.This method is accepted by the people ofother countries and was introduced
inIndonesia in the 1960s.
3. Not a lot of Literature in audio lingual method,and most of the ideas in this section is
adaptedfrom how to teach foreign languages effectively.
4. 2. Approach.ApproachApproachLanguageTheorySpeaking is the primaryrequirementWriting
is secondaryneedsLearningApproachbehavioral habits
5. 3. Teaching and Learning ActivityTeacher give a brief summary of thedialogue.Student listen
the dialogue when theteacher read or speak about the dialogue.Student repeat again the
dialoguetogether.
6. Student repeat again the dialogue together.Repeat again one by one about the
dialogue.Finally, in pairs come to in front of class topractice the dialogue.
7. 4. Variations drills used in the Audio LingualMethod.1. Dialog Memorization >menghafal
dialog.2. Expansion Drill >membagi dialog menjadibeberapa bagian.3. Repeatation Drill
>meniru/mengulang.
8. 4. Chain Drill > rantailatihan(giliran).5. Single Slot Subtitution >memasukkan kata
yangdisebutkan guru.6. Multiple Slot SubtitutionDrill > lebih luas darivariasi yang ke-5.7.
Transformational drill >merubah kalimat yangdiucapkan guru.
9. 11. Grammar Games.10. Complete The Dialog >melengkapi dialog.9. Used Minimal Pairs
>membedakan 2 kata yangserupa.8. Question and Answer Drill> menjawab pertanyaan.
10. 5. Advantages and disadvantages TheAudio Lingual Method. Advantages All students
active in the classroom. The state of the class more interestingand lively.Speaking and listening
skills are bettertrained.
11. DisadvantagesTeachers are simply not explained in detail.Grammar skill untrained.

12. 6. Conclusion.To make the students able to use thetarget language communicatively
andautomatically without stopping to think.To help the students get structuralsentence patterns or
language.
1. The Audio-Lingual Method (ALM) zlem ALPAR
2. Background Popular during World War II Also known as The Army Method Charles
C. Fries First used in National Defense Language College, USA.1 1
http://www.slideserve.com/adamdaniel/the-audio-lingual-method
3. Background
4. The audio-lingual method Learning Theory BEHAVIORISM Stimulus Response
Reinforcement LISTENINGSPEAKINGREADINGWRITING Theory of Language
STRUCTURALISM
5. The audio-lingual method in class6. PRINCIPLES
7. The goals of teachers? The usage of the target language COMMUNICATIVELY
AUTOMATICALLY without stopping to think- Form new habits in the TG and overcome the old
habits of their native language.
8. The role of the teacher? ORCHESTRA LEADER Directing and controlling the
language behavior of the students. A good model for imitation.
http://cdn.iwastesomuchtime.com/February-20-2012-23-39-03-Selection011.jpeg
9. The role of the students? Imitators of the teachers model. Follow the teachers
directions and respond as rapidly as possible!
10. The role of the students native language? It shouldnt be used since it interferes with the
students attemps to master the target language.
11. Some characteristics of the teaching/learning process? New vocabulary and structural
patterns are presented through dialogs. Dialogs learned through imitation and repetition. Drills
and positive reinforcements are used. Grammar is introduced from the examples, NOT explicitly.
12. The nature of student-teacher and student-student interactions? Most interaction is
between teacher and students. Student-student interaction: Chain drills Roles in dialogs.
But still teacher-directed
13. How are the feelings of the students dealt with? There are NOT any principles of the
method that relate to this area
14. How is the language and the culture viewed? Every language is seen as having its own
unique system. Culture consists of the everyday behavior and lifestyle of the target language
speakers.
15. How is the evaluation accomplished? The answer is NOT obvious, no formal test.
Distinguish between words in a minimal pair or supply an appropriate verb form in a sentence??
16. How does the teacher respond to student errors? Error Formation of bad habits. They
must be avoided!!!
17. Syllabus Contains key items of phonology (language sounds), morphology(word
structure) and syntax (language structure and phrasal hierarchies) For basic vocabulary itemsa
lexical syllabus First teach how to say orally then reading,writing Not a native speaker??
language tapes!

18. Limitations No creativity. Only focuses on imitation and repetition. Students

intellectual capacity? Is not meaningful All the learners are the same??? Feelings???
http://manish.wordpress.com/tag/independent-thinking/
19. Paul: Bonjour madame! Sylvie: Bonjour monsieur... P: Comment vous vous
appelez? S: Je m'appelle Sylvie. Et vous? P:Je m'appelle Paul. Enchant S: Enchant.

1. THE AUDIOLINGUAL METHOD Seminar on Language Teaching Group Presentation 1.

Desi Yanita K2208017 2. Zara Firsty Meutia K2208023 3. Jarmianik K2208037 4. Siti Fathonah W.
K2208047

2. Content of PresentationBackgroundApproach, Design, & ProcedureThe Weakness &

StrengthThe Decline of ALMThe Application in Language Classroom
3. Background The entry of the United States into World War II ASTP (the Army Specialized
Training Program) Student exchange
4. Approach A language is a set of habits teach the language not about the language a
language is what its native speakers say, not what someone thinks they ought to say language are
different (quoted in Rivers 1964: 5)
5. Theory of language Language is seen a system of related elements. The mastery of the
system is the mastery of the language Each language is seen to have its own unique system
6. Theory of language learning Learning as behavioral psychology The occurrence of these
behavior is dependent upon three crucial element in learning: a. Stimulus b. Response c. Reinforcement
7. Foreign language learning is basically a process of mechanical habit formation Language
skills are learned more effectively if the items to be learned in the target language are presented in
spoken form Analogy provides a better foundation for language learning than analysis The meaning
that the words of language have for the native speaker can be learned only in linguistic and cultural
context and not in isolation
8. Design ObjectivesLearner Roles;Teacher Roles; Types of & Role of learning & DESIGN
teaching instructional materials activities Syllabus
9. Short- Long-termTerm Control of structure: Natives-alikesound, form, order Focus: oral /
speaking skill; depending on:Acquaintance with Major phonological vocabulary Accuracy features of
the target language Use of key Fluency grammatical patterns Meaning Sufficient Vocabulary
10. Objective Contd accurate pronunciation and grammar ability to respond quickly and
accurately in speech situation knowledge of sufficient vocabulary to use with grammar patterns.
11. Linguistic Lexical syllabus syllabus Basic phonology vocabulary items morphology syntax
12. Contextualizing key structures; illustrateDIALOGUES situations Repetition;
memorization Repetition, inflection, replacement, restate DRILLS ment, completion, transposition,
expansion, etc. (see p. 60-62)
13. Learner Teacher Central & Active Reactive Teacher-dominated responding to stimuli
method Modeling; Controlling Little control over direction & pace of content, pace, & style learning;
monitoring & of learning correcting learners performance
14. Teacher-oriented Central roles: Language lab, tape- recorders, & audio-visual equipments
15. Procedure Presentation (new structure /Pronunciation vocabulary) Reading Revision
Drilling
16. Application of ALM in Teaching Students correct imitation No explicit grammar
instruction Correct output and pronunciation The use of target language only Drilling is emphasized
17. Teaching process..... Presentation Dialogue Little explanation L1 discouraged Errors
correction Emphasis on accuracy Accurate repetition Dialogue memorization

18. Practice Pattern drills Structure mastery Emaphasis on fluency Application-----use

of structure in different contecxt
19. Principles..... L-S-R-W Language skill=habit formation Drilling Structure pattern----repetitive drill Error free utterance Kinesthetic learning style Daily vocabulary and sentences No
printed words
20. STRATEGIES USING AUDIO-LINGUAL METHOD Dialogue memorization Backward
build up Transformation drill Complete the dialogue Dictation Flashcard Chain drill Alphabet drill
21. Using Audio-ligual Method... (Teachers consideration) The produced sentences are similar
to practiced patterns. Rapid drilling Ignoring pronunciation error in grammar practice section Using
hand motion Using normal English stress and intonation Meaningful drilling drillling+alternative
activity Do not stand in one place.
22. The decline of Audio-lingual Method1. The theoretical foundations of Audiolingualism
were attacked as being unsound in terms of both language theory and learning theory.2. Practitioners
found that the practical results fell short of expectations3. Several alternative method proposals
appeared in the 1970s
23. AUDIOLINGUALISM (50S) NEW PARADIGM (60s): CHOMSKY,
INNATISMBehaviourism is attacked Chomskys innatist positionSkinners ideas are criticised.
Learning= making & testingMechanic learning is rejected. hypotheses. Cognitive theory (mental
processes)Structuralism begins to lose Chomskys transformationalimportance during the 60s.
generativeLanguage is a habit structure. grammar Language is not a habit structure. It involves the use
of complex rules. Chomsky focuses on competence over performance.The ALM does not provide good
For over a decade no theoreticallyresults. Classes are boring and grounded method took the place
ofineffective (learners cannot ALM.communicate in real situations) Minor methods Cognitive code, or
humanistic methods appear during the 60s & 70s:TPR, Suggestopedia & Silent way
24. The Advantages of Audiolingual Method Accessible for large group of learners. Drilling
can be positively beneficial in helping a student to develop his oral ability. Method leads to the
development of simple techniques of varied, graded, and intensive practice of specific features of the
language, and more scientifically selected and systematically arranged materials and structural patterns
to go with.
25. It achieves noticeable success in developing aural comprehension and oral fluency. The
audiolingual theory is probably the first language teaching theory that openly claims to be derived from
linguistics and psychology. It develops the separation of the language skills into a pedagogical device
that is listening, speaking, reading and writing.
26. The Disadvantages of Audiolingual Method The theoretical basis of the Audiolingual
Method was found to be weak. Basic method of teaching is repetition. Teachers complain about the
lack of effectiveness of the techniques in the long run, and students complain about the boredom caused
by endless pattern drills.
27. Learners have little control over the content, pace or style of learning. The teachers role
is central and active in the Audiolingual Method. Materials in the Audiolingual Method are primarily
teacher-oriented.

1. 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.

2. GOALS Be able to listen, speak, read, and write in the target language, with emphasis on
listening and speaking

3. Principles of the Audio-Lingual Method The native language and the target language have
separate linguistic systems. The purpose of language learning is to learn how to use the language to
communicate. Speech is more basic to language than the written form. Language learning is a
process of habit formation.
4. What is the role of the teacher? The teacher is like an orchestra leader, directing and
controlling the language behavior of his/her students. She/He also is responsible for providing her
students with a good model for imitation. Students are imitators of the teacher's model or the tapes she
supplies of model speakers. They follow the teacher's directions and respond as accurately and as
rapidly as possible.
5. What is the role of the students The habits of the students' native language are thought to
interfere with the students' attempts to master the target language. Therefore, the target language is used
in the classroom, not the students' native language. A contrastive analysis between the students' native
language and the target language will reveal where a teacher should expect the most interference.
6. Strategies Using the Aduiolingual Method 1. Dialog Memorization 2. Backward Build Up 3.
Repetition Drill 4. Chain Drill 5. Single-slot Substitution Drill 6. Multiple-slot Substitution Drill 7.
Transformation Drill 8. Question-and-answer Drill 9. Use of Minimal Pairs 10. Complete the Dialogue
11. Grammar Game
7. Dialogue Memorization Dialogues or short conversations between two people are often used
to begin a new lesson. Students memorize the dialogue through mimicry; students usually take the role
of one person in the dialogue, and the teacher the other. After the students have learned the one person's
lines, they switch roles and memorize the other person's part.
8. Backward Build-up (Expansion) Drill This drill is used when a long line of a dialogue is
giving students trouble. The teacher breaks down the line into several parts. The students repeat a part
of the sentence, usually the last phrase of the line. Then, following the teacher's cue, the students
expand what they are repeating part by part until they are able to repeat the entire line. The teacher
begins with the part at the end of the sentence (and works backward from there) to keep the intonation
of the line as natural as possible. This also directs more student attention to the end of the sentence,
where new information typically occurs.
9. Repetition Drill Students are asked to repeat the teacher's model as accurately and as quickly
as possible. This drill is often used to teach the lines of the dialogue.
10. Chain Drill A chain drill gets its name from the chain of conversation that forms around the
room as students, one- by-one, ask and answer questions of each other. The teacher begins the chain by
greeting a particular student, or asking him a question. That student responds, then turns to the student
sitting next to him. The first student greets or asks a question of the second student and the chain
continues.
11. Single-slot Substitution Drill The teacher says a line, usually from the dialogue. Next, the
teacher says a word or a phrase-called the cue. The students repeat the line the teacher has given them,
substituting the cue into the line in its proper place. The major purpose of this drill is to give the
students practice in finding and filling in the slots of a sentence.
12. Multiple-slot Substitution Drill This drill is similar to the single-slot substitution drill. The
difference is that the teacher gives cue phrases, one at a time, that fit into different slots in the dialog
line. The students must recognize what part of speech each cue is, where it fits into the sentence, and
make any other changes, such as subject-verb agreement
13. Transformation Drill The teacher gives students a certain kind of sentence, an affirmative
sentence for example. Students are asked to transform this sentence into a negative sentence. Other
examples of transformations are also used (in changing a statement into a question, an active sentence
into a passive one, or direct speech into reported speech).

14. Question-and-answer Drill This drill gives students practice with answering questions. The
students should answer the teacher's questions very quickly. It is also possible for the teacher to cue the
students to ask questions as well. This gives students practice with the question pattern.
15. Use of Minimal Pairs The teacher works with pairs of words which differ in only one sound;
for example, "ship/sheep." Students are first asked to perceive the difference between the two words
and later to be able to say the two words. The teacher selects the sounds to work on after she has done a
contrastive analysis, a comparison between the students' native language and the language they are
studying.
16. Complete the Dialogue Selected words are erased from a dialogue students have learned.
Students complete the dialogue by filling in the blanks with the missing words.
17. Grammar Game Games like the supermarket alphabet game described in this chapter are
often used in the Audio-Lingual Method. The games are designed to get students to practice a grammar
point within a context. Students are able to express themselves. Notice there is also a lot of repetition in
the game too.
1. 1 The Audio-Lingual Method
:

2. 2 Introduction-1 Like the Direct Method, it is also an oral-based approach. The AudioLingual Method drills students in the use of grammatical sentence patterns.

Unlike the Direct Method, it has a strong theoretical base in linguistics and psychology.

3. 3 Introduction-2 Charles Fries (1945) of the University of Michigan led the way in applying
principles from structural linguistics in developing the method, and for this reason, it has
sometimes been referred to as the Michigan Method. 1945

It was thought that the way to acquire the sentence patterns of the target language was through
conditioning helping learners to respond correctly to stimuli through shaping and
reinforcement. Learners could overcome the habits of their native language and form the new
habits required to be target language speakers.

4. 4 Think about the Experience-1 Observations Principles 2.The language

teacher uses only the target language in the classroom. Actions, pictures, or regalia are used to
give meaning otherwise. 2.The native language and the target language have separate linguistic
systems. They should be kept apart so that the students native language interferes as little as
possible with the students attempts to acquire the target language.
5. 5 Think about the Experience-2 Observations Principles 3. The language
teacher introduces the drills by modeling the correct answers; at other times, she corrects
mispronunciation by modeling the proper sounds in the target language. 3.One of the language
teachers major roles is that of a model of the target language. Teachers should provide students
with a good model. By listening to how it is supposed to sound, students should be able to
mimic the model.
6. 6 Think about the Experience-3 Observations Principles 4.The students
repeat each line of the new dialog several times. 4.Language learning is a process of habit
formation. The more often something is repeated, the stronger the habit and the greater the
learning.

7. 7 Think about the Experience-4 Observations Principles 5. The students

stumble over one of lines of the dialog. The teacher uses a backward buildup drill with this line.
5.It is important to prevent learners from making errors. Errors lead to the formation of bad
habits. When errors do occur, they should be immediately corrected by the teacher.
8. 8 Think about the Experience-5 Observations Principles 6. The teacher
initiates a chain drill in which each student greets another. 6. The purpose of language learning
is to learn how to use the language to communicate.
9. 9 Think about the Experience-6 Observations Principles 7. The teacher uses
single-slot and multiple-slot substitution drills. 7. Particular parts of speech occupy particular
slots in sentences. In order to create new sentences, students must learn which part of speech
occupy which slot.
10. 10 Think about the Experience-7 Observations Principles 8. The teacher
says, Very good, when the students answer correctly. 8. Positive reinforcement helps the
students to develop correct habits.
11. 11 Think about the Experience-8 Observations Principles 10.The teacher
conducts transformation and question-and-answer drills. 10.Each language has a finite number
of patterns. Pattern practice helps students to form habits which enable the students to use the
patterns.
12. 12 Think about the Experience-9 Observations Principles 11. When the
students can handle it, the teacher poses the questions to them rapidly. 11. Students should
overlearn, i.e. learn to answer automatically without stopping to think.
13. 13 Think about the Experience-10 Observations Principles 14. Students are
given no grammar rules; grammatical points are taught through examples and drills. 14. The
learning of a foreign language should be the same as the acquisition of the native language. The
rules necessary to use the target language will be figured out or induced from examples.
14. 14 Think about the Experience-11 Observations Principles 15. The teacher
does a contrastive analysis of the target language and the students native language in order to
locate the places where she anticipates her students will have trouble. 15. The major challenge
of foreign language teaching is getting students to overcome the habits of their native language.
A comparison between the native and target language will tell the teacher in what areas her
students will probably experience difficulty.
15. 15 Think about the Experience-12 Observations Principles 16. The teacher
writes the dialog on the black board toward the end of the week. The students do some limited
written work with the dialog and the sentence drills. 16. Speech is more basic to language than
the written form. The natural order the order children follow when learning their native
language of skill acquisition is: listening, speaking, reading, and writing.
16. 16 Think about the Experience-13 Observations Principles 17. The
supermarket alphabet game and a discussion of American supermarkets and football are
included. 17. Language cannot be separated from culture. One of the teachers responsibilities is
to present information about that culture.
17. 17 Reviewing the principles-1 1. What are the goals of teachers who use the Audio-Lingual
Method? Teacher Want their students to be able to use the target language communicatively.
Their students achieve this by forming new habits in the target language and overcoming the
old habits of their native language. 2. What is the role of the teacher? What is the role of the
students? Teacher is responsible for providing her students with s good model for imitation.
18. 18 Reviewing the principles-2 3. What are some characteristics of the teaching/learning
process? New vocabulary and structural patterns are presented through dialogs. Grammar is

induced from the examples given; explicit grammar rules are not provided. Cultural information
is contextualized in the dialogs or presented by the teacher. 4. What is the nature of studentteacher interaction? What is the nature of student- student interaction? There is student-tostudent interaction in chain drills or when students take different roles in dialogs, but this
interaction is teacher-directed. Most of the interaction is between teacher and students and is
initiated by the teacher.
19. 19 Reviewing the principles-3 6. How is the language viewed? How is the culture viewed?
Every language is seen as having its own unique system. The system is comprised of several
different levels: phonological, morphological, and syntactic. Each level has its own distinctive
patterns. Everyday speech is emphasized in the Audio-Lingual Method. Culture consists of the
everyday behavior and lifestyle of the target language speakers.
20. 20 Reviewing the principles-4 7. What areas of language are emphasized? What language
skills are emphasized? Vocabulary is kept to a minimum while the students are mastering the
sound system and grammatical patters. The natural order of skills presentation is adhered to:
listening, speaking, reading, and writing. The oral/aural skills receive most of the attention.
Pronunciation is taught from the beginning, often by students working in language laboratories
on discriminating between members of minimal pairs.
21. 21 Reviewing the principles-5 8.What is the role of the students native language? The
habits of the students native language are thought to interfere with the students attempts to
master the target language. 10.How does the teacher respond to student errors? Student errors
are to be avoided if at all possible through the teachers awareness of where the students will
have difficulty restriction of what they are taught to say.
22. 22 Reviewing the techiques-1 Dialog memorization Students memorize the dialog through
mimicry; a) Students usually take the role of one person in the dialog, and the teacher the other.
b) Another way of practicing the two roles is for half of the class to take one role and the other
half to take the other. c) After the dialog has been memorized, pairs of individual students might
perform the dialog for rest of the class. These patterns and points are later practiced in drills
based on the lines of the dialog.
23. 23 Reviewing the techiques-2 Backward build-up (expansion) drill This drill I used when a
long line of a dialog is giving students trouble. Repetition drill Students are asked to repeat the
teachers modal as accurately and as quickly as possible. This drill is often used to teach the
lines of the dialog. Chain drill A chain drill gets its name from the chain of conversation that
forms around the room as students, one-by-one, ask and answer questions of each other
24. 24 Reviewing the techiques-3 Single-slot substitution The major purpose of this drill is to
give the students practice in finding and filling in the slots of a sentence. Multiple-slot
substitution drill This drill is similar to the single-slot substitution drill. The difference is that
the teacher gives cue phrases, one at a time, that fit into different slots in the dialog line.
25. 25 Reviewing the techiques-4 Transformation drill The teacher gives students a certain kind
of sentence pattern, an affirmative sentence for example. Question-and-answer drill This drill
gives students practice with answering questions. This gives students practice with the question
pattern. Use of minimal pairs The teacher works with pairs of words which differ in only one
sound. Students are first asked to perceive the difference between the two words and later to be
able to say the two words.
26. 26 Reviewing the techiques-5 Complete the dialog Selected words are erased from a dialog
students have learned. Students complete the dialog by filling the blanks the missing words.
Grammar game Games like the supermarket alphabet game described in this chapter are used in
the Audio-Lingual Method. The games are designed to get students to practice a grammar point
within a context.

27. 27 Teaching Demonstration The Audio-Lingual Method

28. 28 Dialogue Sally: Good morning, Bill. Bill: Good morning, Sally. Sally: How are you?
Bill: Fine, thanks. And you? Sally: Fine. Where are you going? Bill: Im going to the post
office. Sally: I am too. Shall we go together? Bill: Sure, Lets go.
29. 29 Repeat the dialogues. Chain Drill How are you? Fine, thanks. And you? Substitution
Drill I am going to the post office.
30. 30 Multiple-Slot Substitution Drill I am going to the post office. She, bank She is going to
the bank. They, library They are going to the library.
31. 31 Transformation Drill ( An affirmative sentence into a negative sentence.) She is going to
the post office. Yes/no-question Question and Answer Repeat the dialogue
32. 32 P. 40 Review the dialogue. Expand the dialogue. I am going to the supermarket. I need a
little butter, some eggs Mass and count nouns Minimal pair words Sheep/ship, leave, live
Supermarket alphabet game A presentation by the teacher on supermarkets in the United States.
DEFINITION The Audiolingual Method is a method for foreign language teaching which
emphasized the teaching of listening and speaking before reading and writing.
3. GOAL The general goal of the Audiolingual Method is to enable the target language
communicatively
4. PRINCIPLES The main principles on which the audio lingual method is based are the
following 1. Foreign language learning is basically a process of mechanical habit formation. 2.
The student are able to give correct response rather than by making mistake. 3. Aural-oral
training is needed to provide the foundation for the development of other language skills.
5. Advantages : 1. Learners be able speaking the target language comunicatively. 2. Learners
have no difficulties to understand the lesson as it is carried out in the mother tongue. 3. Learners
are able to give correct response directly. 4. Learners more concern about the combination
between behavioral psychology and linguistic.
6. 1. Speaking or any kind of spontaneous creative output was missing from the curriculum. 2.
Students lacked an active role in the classroom. 3. Very little attention is paid to
communication. 4. Very little attention is paid to content. 5. Process of learning only focus in
speaking. Disadvantages:
7. DEFINITION OF METHODS DRILL (PRACTICE) Drill is a way of teaching by providing
exercises to what students have learned to acquire a particular skill.
8. The characteristics drill method 1 ) Students acquire motor skills, such as review, memorize,
make tools, use tools / machines, games, and athletics. 2)Students acquire the mental skills,
such as multiplication, add, recognize the signs / symbols, etc.. 3)Associations are made, such
as the relationship of letters in spelling, use of symbols, reading maps, etc
Introduction

Founded around 1950s and 1960s, AL was based on an : the way to acquire the
sentence patterns of the target language is repetition of dialogues about every day
situations that are imitated and drilled to make the response automatic .

3. Structural Linguistic
Language is a system of structural related elements, like phonological units,
grammatical units, and lexical items, for the transmission of meaning. So to learn the
target language is to mater the elements of the target language system.

4. Behavioral Psychology

Language learning is habit-formation.

Mistakes, the bad habit, should be avoided.

Language skills are learned more effectively if they are presented orally first, then in
written form.

The meaning of words can be learned only in a linguistic and cultural context.

5. Principles of AL
Use drills to teach the lines of dialogues.

6. Techniques of AL Backward-up drill

Backward build-up drill : to teach long lines of dialogues:

break down the line into several parts

repeat a part of the sentence

follow the teacher, students expand

what they repeated part by part until

they are able repeat the entire line.

7. Techniques of AL Dialog Memorization

Students take the role of one person in the dialogue and the teacher the other.

Switch roles and memorize the other persons part.

Half of the class to take one role and the other half to take the other.

Some pairs of students might perform the dialogue for the rest of the class.

8. Techniques of AL Chain Drill

To make students ask and answer questions with each other.

Repeat the language mode as accurately and quickly as possible.

It allows some controlled communication among students and give the teacher an
opportunity to check students speech.

9. Techniques of AL Multiple-slot Substitution Drill

To give cue phrases, one at time, that fits into different slots in the dialogue line.

To recognize what part if speech each cue is and make any other changes, such as
subject-verb agreement.

To fit cue phrase into line where it belongs and to say the line loudly.

10. Techniques of AL Transformation Drill

To change a certain kind of sentence pattern to another form.

to transform an affirmative S. into a negative S.

to transform a statement into a question.

to transform an active S. into a passive S.

to transform a direct speech into reported speech

11. Techniques of AL Question & Answer Drill

Students practice the target language with answering questions and the question
patterns.

Students answer the teachers question quickly.

THE HISTORY OF AUDIO-LINGUAL METHODThe emergency of the AudiolingualMethod

resulted from the increasedattention given to foreign languageteaching in the United States
toward theend of the 1950s. The need for a radicalchange and rethinking of foreignlanguage
teaching methodology (most ofwhich was still linked to the ReadingMethod) was prompted by
the launchingof the first Russian satellite in 1957.

3. The U.S. government acknowledged the need for a more intensive effort to teachH foreign
languages in order to prevent Americans from becoming isolated from scientific advances made
in other countries. The National Defense Act (1958),I among other measures, provided funds
for the study and analysis of modern languages, for the development of teaching materials, and
for the training of teachers.S Teachers were encouraged to attend summer institutes to improve
their knowledge of foreign languages and to learn the principles of linguistics and theT new
linguistically based teaching methods. Language teaching specialists set about developing a
method that was applicable to condition in U.S. colleges and university classrooms. They drew
on the earlier experience of the army programsO and the Aural-Oral or Structural Approach
developed by Fries and his colleges, adding insights taken from behaviorist psychology. This
combination ofR structural linguistic theory, contrastive analysis, aural-oral procedures, and
behaviorist psychology led to the Audiolingual Method.Y
4. THE PRINCIPLES THE GOALS OF TEACHERS WHO USE THE AUDIO-LINGUAL
METHOD? 1. Able to use the target language communicatively 2. Learn to use language
auctomatically without stopping to think 3. Using this method, students are supposed to form
new habit in the target language THE RULE OF THE TEACHER The teacher is like an
orchestra leader, directing and controlling the language behavior of the students and also,
responsible for providing her student with a good modal for imitation THE RULE OF
STUDENT They are imitators and having to follow the teacher direction and respond as

accurately and as rapidly as possible THE CHARACTERISTICS OF THE LEARNING

PROCESSES New vocabulary and stuctural patterns are presented through diologue The
dialogue including grammar and pattern in the sentence are learn through immitation and
repetition Drill Reading and written work is based upon the oral-work
5. THE EMPHASIZING Vocabulary, mastering system and grammatical patterns are kept in
it. The natural order of skill presentation is adhered to listening, speaking, reading, and writing
THE ROLE OF STUDENTS NATIVE LANGUAGE The habbits of students native language
are thought to interfere with the students attempts to master the target language. Therefore, the
target language is used in the classroom, not the students native language. A contrastive
analysis between the students native language and the target language will reveal where a
theacher should expect the most interference. ACCOMPLISHING each question the test would
focus on only one point of the language at a time. Students might be asked to distinguish
between words in minimal pair, for example, or to supply an apropriate verb form in a sentence
THE TEACHER`S RESPOND TO THE STUDENT ERRORS student errors are to be avoided
if at all possible through the teachers awareness of where the students will have difficulty and
restriction of what they are thought to say.
6. THE PRINCIPLES THE NATURE OF STUDENT-TEACHER AND STUDENTSTUDENT INTERACTION There is student to student interaction in chain drills or when
students take different roles in dialogue, but this interaction is teacher- directed. Most of the
interaction is between teacher and students as is initiated by the teacher. THE LANGUAGE
AND THE CULTURE VIEWED o The view of language has been influenced by descriptive
linguists o The view of culture in this method is how the culture consist of the everday behavior
and lifestyle of the target language speaker Solving a math problem, such as estimating the
number of beans in a jar. Writing an encouraging letter to their child. Going on a classroom
scavenger hunt for their childs work, the books their child likes best, and messages from their
child.
7. Types of learning and teachingactivitiesDialogues and drills form the basis of Audiolingual
classroom practices. Dialogues are used for repetitionand rnemorization. Correct pronunciation,
stress, rhythm, and intonationare emphasized.. After a dialogue has been presented and
memorized,specific grammatical patterns in the dialogue are selected and becomethe focus of
various kind of drill and pattern-practice exercises
8. Approach and method in learningThe use of drills and patterns practice are the distinctive
features of the Audio-Lingual method. These are some kind of drills often used:
EXAMPLES1. Repetition. T : I used to know him.The students repeats an utterance aloud as
soon as they have heard it. they do this S : I used to know him. without looking at a printed text.
The utterance must be brief enough to T : I used to know him years ago retained by the ear.
Sound is as important as form and order. S : I used to know him years ago when we were in
school.EXAMPLEThis is the seventh month. -This is the seventh month. After a student has
repeared an utterance, he may repeat it again andadd a few words, then repeat that whole
utterance and add more words.
9. 2. Inflection. One word in nn utterance appears 4. Restatement in another torm when
repeated. EXAMPLES: The student rephrases an I bought the ticket. - I bought the tickets.
utterance and addresses it to He bought the candy -She bought the candy. someone else,
according to I called the young man. -I called the young instructions. men EXAMPLES:3.
Replacement. One word in an utterance is T: Tell him to wait for you. replaced by another ,
EXAMPLES. S: Wait for me. He bought this house cheap. -He bought it clieap T : Ask her how

old she is Helen left early -She left early. S : How old are you? They gave their boss a watch.
-They gave T : Ask Jecky when he began him a watch S : Jecky, when did you begin?
10. 5. Completion 7. Transposition. The student hears an utterance that is A change in word
order is necessary complete except for one word, then repeats when a word is added. the
utterance in completed form. EXAMPLES :EXAMPLES : im hungry. (so). -So am IT : Ill go
my way and you go...... ill never do it again. ( neither ). -S : Ill go my way and you go yours.
Neither will IT : We all have . . . own troubles. 8. ContractionS : We al1 have our own troubles
A single word stands for a phrase or6. Expansion clause. When a word is added it takes a
certain EXAMPLES : place in the sequence. Put your hand on the table.EXAMPLES : - Put
your hand there 1 know him. (hardly). -I hardly know him. They believe that the earth is flat
1 know him. (well). -1 know him well - They believe it
11. 9.Transformation 11. Rejoinder A sentence is transformed by being made negative or The
student make an apropriate rejoinder to a interrogative or through changes in tense, mood,
voice, given utterance. He is told in advance to respond aspect, or modality. in one of the
following ways:EXAMPLES : Be polite. He knows my address. Answer the question. He
doesnt know my address. Agree. Does he know my address? Agree emphatically. He used to
know my address. Express surprise. If he had known my address. Express regret.
Disagree.10. Integration Disagree emphatically. Two separate utterances are integrnted into
one. Question what is said.EXAMPLES : Fail to understand. They must be honest. This is
irnportant. Be polite- It is important that they be honest. EXAMPLES. I know that man. He is
looking for you. Thank you. -Youre welcome.- I know the man who is looking for you May 1
take one? -Certainly. ANSWER THE QUESTION What is your name? -My name is Sri.
Where did it happen? -1n the middle of the street
12. 12. Restoration The student is given a sequence of words that have been culled from a
sentence but still bear its basic meaning. He uses these words with a minimum of changes and
additions to restore the sentence to its original form. He may be told whether thc tinic is present,
past, or future.EXAMPLES : students/waiting /bus- The students are waiting tor the bus.
boys/build/house/tree-The boys built a house in the tree
Activities Using the Audio-Lingual Method
The audio-lingual method uses drill-and-practice exercises to teach a second or foreign language.
The audio-lingual method of language teaching came into vogue in the mid-twentieth century when
behaviorism dominated the educational landscape. The method with its much maligned "drill-and-kill"
activities fell into disfavor as more communicative teaching approaches took center stage. When the
newer methods produced students who could make themselves understood but with cringe-inducing
grammar and pronunciation, many language instructors found that they could best meet student needs
by including audio-lingual activities into an eclectic program.
1.
o

ALM Summarized
The audio-lingual method (ALM), also called the aural-oral or Army method, assumes
that language learning is a matter of habit formation and errors require immediate correction so that bad
habits cannot take hold. ALM relies on structured dialogues and repetitive drills to reinforce targeted
language forms. Critics of audio-lingualism charge that it is not a thinking-person's method and fails to
emphasize meaningful communication. However, research shows substantial language learning gains in
programs that combine communicative interactions with ALM's focus on language structure.

The Dialogue
o

ALM activities are anchored in dialogues presented at the beginning of each teaching
unit. These dialogues, with carefully controlled vocabulary and grammar, present a familiar
sociocultural context and showcase specific grammatical patterns that will be the focus of the unit.
Students are often asked to memorize dialogues and perform them in front of the class.
Repetition Drills

To aid in dialogue memorization, students attempt to repeat exactly what the teacher
says. Since ALM is based on listening and speaking, the dialogue may be presented through listen-andrepeat drills before students see the printed words in the textbook. Here is a typical exchange:
Teacher: "Hi, Mark. How's it going?"
Students: "Hi, Mark. How's it going?"
Backward Buildup

In this type of imitation drill, the teacher models language segments to be repeated,
starting at the end of the sentence and working back, adding a chunk at a time until the entire phrase
can be repeated fluently. For example:
Teacher: "Classroom."
Students: "Classroom."
Teacher: "The classroom."
Students: "The classroom."
Teacher: "In the classroom."
Students: "In the classroom."
Teacher: "Is in the classroom."
Students: "Is in the classroom."
Teacher: "Troy is in the classroom."
Students: "Troy is in the classroom."

Substitution Drills
o

Students repeat sentences, making small changes based on substitutions. The following
substitution drill reinforces subject-verb agreement:
Teacher: "Mary is in the classroom."
Students: "Mary in the classroom."
Teacher: "The girls."
Students: "The girls are in the classroom."
Teacher: "The child."
Students: "The child is in the classroom."
Teacher: "I."
Students: "I am in the classroom."
For more advanced substitution drills, the teacher can supply multiple constituents for substitution into
the sentence, as in:
Teacher: "Alex has a red car."
Students: "Alex has a red car."
Teacher: "The brothers. Three blue kites."
Students: "The brothers have three blue kites."
Transformation Drills

ALM activities often involve manipulating structures in a systematic way. In

transformation drills, sentences are changed through the application of a grammatical rule. For
example, students may be asked to turn a statement into a question:
Teacher: "Sandra is in the classroom."
Students: "Is Sandra in the classroom?"

Teacher: "The girls are in the classroom."

Students: "Are the girls in the classroom?"
Teacher: "I am in the classroom."
Students: "Am I in the classroom?"
Chain Drills
o

The teacher starts a question-and-answer chain by asking one student a question. That
student answers and then turns to the next student, asking the same question. One by one, students ask
and answer the question until all students have participated.
Teacher: "Hi, my name is Brooks. What's your name?"
Student 1: "I'm Yousef." (Turns to Student 2) "Hi, my name is Yousef. What's your name?"
Student 2: "I'm Sofia." (Turns to Student 3) "Hi, my name is Sofia. What's your name?"
Application and Extension Activities

ALM activities can be extended to achieve limited communicative expression.

Application activities might include responding to open-ended drills, adapting the dialogue to new
situations, using language from the lesson as the basis for personal expression and performing role
plays that depart from the dialogue to some degree.

According to Prator and Celce-Murcia in Brown (2001), the characteristics of theALM method may be
summed up in the following list:1.
New material is presented in dialogue form2.
There is dependence on mimicry, memorization of set phrases, and over-learning3.
Structures are sequenced by means of contrastive analysis and taught one atthe time4.
Structural patterns are taught using repetitive drills5.
There is little or no grammatical explanation. Grammar is taught by inductiveanalogy rather than by
deductive explanation6.
Vocabulary is strictly limited and learned in the context7.

There is much use of tapes, language labs, and visual aids8.

Great importance is attached to pronunciation9.
Very little use of the mother tongue by teachers is permitted10.
Successful responses are immediately reinforced11.
There is a great effort to get students to produce error-free utterances12.
There is a tendency to manipulate language and disregard content.

Conclusion
Based on the explanation above, it is obvious that the techniques of teachingspeaking using Audio
Lingual Method are good. There are three most common oftechnique that is used by the teacher to
teach speaking through Audio LingualMethod, such as dialog memorization, repetition drill and
complete the dialog. Theeffectiveness of the technique are improved the speaking ability of the
students, the performance index can be tested, the authenticity of the dialog or the text isimportant.
However, the attainment is demanded on the both aspect; teacher andstudents.
References
Brown, H.D. (2001).
Teaching by Principles: An interactive Approach to Language pedagogy; 2
nd
Ed.
New York: Pearson Education Company.Brown, H.D. (2004).
Language Assessment: Principle and Classroom Practices
.USA: Longman.Harmer, Jeremy. (2001).
The Practice of English Language Teaching
:
Third Edition
.England: Pearson Education Limited.Larsen, Dianne. (2000).
Technique and Principles in Language Teaching
. Oxford:Oxford Publisher

Introduction Originated from the Behaviourist theory oflearning languages! Also known as
the Army Method! Popularised by the need to learn basic skillsin foreign languages during World
War 2. Focuses on repetition drills.

3. Language Focus Similar to the earlier Direct Method. Teaches the language directly!
Doesnt focus on teaching vocabulary. Students are drilled in the use of grammar.
4. MethodologyThere are 4 parts to the Audio Lingual method.1. Repetition2. Inflection3.
Replacement4. Restatement
5. RepetitionThe students repeat what the teacher says:Teacher: I want to buy some
fruit.Students: I want to buy some fruit.The students copy the teacher word for word.

6. InflectionThe teacher says a word or sentences, thestudents change the form!Teacher: I want
to buy some fruit.Students: I wanted to buy some fruit.
7. ReplacementThe teacher says a sentence and the studentsreplace a word in the
sentence.Teacher: I want to buy some bananas.Students: I want to buy some apples.
8. RestatementThe teacher says a sentence and the studentsrephrase the sentence.Teacher: Tell
me to speak louder!Students: Speak Louder!
9. Lesson Example Teacher: Theres a pen in mybag. Student: Theres a pen in mybag.
Teacher: Pencil. Student: Theres a pencil in mybag. Teacher: Book. Student: Theres a book in
mybag.
10. Present Day Use This method has been scientificallydiscredited. It is still sometimes
used in ESL classrooms. It can be beneficial, but should be used inconjunction with other methods.
11. Audio Visual MethodThis presentation was prepared by William Lake.You can find more
information about the AudioVisual Method of Teaching English by clicking thelink
below.http://blog.about-esl.com/audio-lingual-method-teaching-english/This blog post was published
on:Blog About ESLThis presentation is free to use for anybodythat needs a presentation about the
AudioVisual Method of Teaching Languages.