Background of Audio-Lingual Method

The Audio-Lingual method of teaching English as a second language had its origins
during World War II when it became known as the Army method. It was developed as a
reaction to the grammar-translation method of teaching foreign languages. Grammar-
translation had been used to teach for thousands of years, but the method was perceived as
taking too long for learners to be able to speak in the target language. 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 the United States.
The Audio-Lingual method is based on the theory that language learning is a question of
habit formation. It has its origins in Skinners principles of behavior theory. Since learning is
thought to be a question of habit formation, errors are considered to be bad and to be
avoided. Further, teachers reward students by saying Good! and praising the class when
they perform well.
The Audio-Lingual method addresses a need for people to learn foreign languages
rapidly. It is best for beginning level English classes in a foreign language setting. All instruction
in the class are given in English. A dialog is presented for memorization. The teacher asks the
class to repeat each line of the dialog. Expansion drills are used for difficult sentences. The
teacher starts with the end of the sentence and the class repeats just two words. A series of
pattern practice drills then follow the introduction of the dialog.

Principles of Audio-Lingual Method

The principles of the method derive from the aims of learning a foreign language. The aims of
the method include some aspects of language learning. The linguistic aims of the ALM are

1. Language learners are able to comprehend the foreign languge when it is spoken at
normal speed and concerned with ordinary matters.
2. Language learners are able to speak in acceptable pronunciation and grammatical
correctness.
3. Language learners have no difficulties in comprehending printed materials,
4. Language learners are able to write with acceptable standards of correctness on topics
within their experience.

The aims mentioned above have basic principles in learning teaching interaction. Since the
primary aim is the ability in communication, language learners and their language teacher should
use the target language at all times. The language teacher should greet his/her students in the
target language from the first day of their language class. They communicate in target language
with native-speaker-like prinunciation. Through this method language learners learn structures,
sound or words in contexts. The two other skills: reading and writing are deferred until speech is
mastered; these skills follow the other skills: reproductive skills. The sequence of learning is
listening, speaking, reading and writing.

In short, Jonshon (1968) states that the principles of the ALM are:

1. Language is a system of arbitray vocal symbol used for oral communication,

2. Writing and printing are graphic representations of the spoken language.
3. Language can be broken down into three major component parts: the sound system, the
structure and the vocabulary
4. The only authority for correctness is actual use of native speakers.
5. One can learn t0 speak and understand a language only being exposed to the spoken
language and by using the spoken language.
6. Language can be learned inductively far more easily than deductively.
7. Grammar should never be taught as an end in itself, but only as a means to the end of
learning the language.
8. Use of the students’ native language in class should be avoided or kept to a minimum in
second language teaching.
9. The structures to which the students are exposed to should always sound natural to native
speakers.
10. All structural material should be presented and practiced in class before the students
attempt to study it at home.

Techniques of Audio-Lingual Method

1. Memorization dialog
In this technique students memorize a short dialogue or conversation between two people at
the beginning of the lesson. In practice students play a role role in one dialogue, while the
teacher plays the role of partner. After students learn a conversation or dialogue from a single
character, teachers and students change roles. Then the students memorize a new dialogue.
Another way that can be used is to divide the students into two groups. Each group plays one
role and memorizes the dialogue. After each group was able to memorize the dialogue, they
were asked to change roles. After all students memorize the dialogue, the teacher asks the
students to practice the dialogue in pairs in front of the class.

2. Backward Bulld-up (Expansion) Drill

Drill is used when students have difficulty memorizing long dialogs. The trick is that teachers
divide long dialogs into pieces of parts. The first teacher gives an example and the student
mimics the sentence part (usually in the final phrase).

Example :

Teacher : It is a beautiful scenery

Teacher : It is a beautiful ………

Students : It is a beautiful scenery
3. Repetition Drill
Students are required to simulate the teacher as accurately and quickly as possible.

Example :

Teacher : This is the seventh month

Students : This is the seventh month

4. Chain Drill
This drill is done by asking students to sit in a circle indoors, then one by one students ask and
answer questions. The teacher starts the drill by greeting or asking one of the students. Then
the student answered the question, then he asked the friend beside him. Students who were
asked then answered and asked again to a friend next to him, and so on.

5. Single Slot Subtitution

The teacher reads a line from the dialogue, then the students say a word or group of words.
Students are asked to imitate by entering the word or group of words correctly into the stanza
of the dialogue.
Example :
Teacher : I know Him. (Hardly)
Students : I hardly know him

6. Transformational Drill
The teacher gives the student a sentence, then the student is asked to change the sentence into
different forms such as: interrogatif, negative, positive, passive, imperative and so on.

7. Question and Answer Drill

This drill model trains students to answer questions correctly.

8. Use Minimal Pairs

Teachers use different word pairs of one sound, eg ship and sheep. Students are asked to find
the difference between the two words, then practice to say the word correctly.

9. Complete the Dialog

Some words in a dialog are deleted, then the student is asked to complete the dialog

10. Grammar Game

This game is similar to the alphabet supermarket game, designed to train student grammar in a
context. With so students can express themselves, although in a limited portion.
From the various techniques mentioned above can be concluded in the implementation of the
Audio-Lingual method a teacher will give an example of the correct model, in this case
pronounce and how to pronounce a sentence and the student must simulate. Then on another
occasion the teacher will proceed by introducing new words with the same word structure. The
point of this method and its relation to pronunciation learning is how to train students to keep
practicing the pronunciation correctly until they can do it spontaneously. Therefore, as
explained earlier, students are given only enough vocabulary (especially those that are often
used in everyday life) so that the implementation of this method can run smoothly.