Audio- Lingual

Method
 A.
Introduction

Audio-
B. Reviewing
Lingual
The Principles
Method

C. Reviewing
QUESTION
S?
The Method
 Introduction

The Audio- Lingual Method is a method

for foreign language teaching which
emphasizing vocabulary acquisition
through exposure to its use in situations,
the Audio- Lingual Method drills students
in the use of grammatical sentence
patterns.
 Reviewing
The Principles
5. Language &
1. Goals
Culture Viewed
6. Areas of
Language &
2. Role Language Skills are
7. Role of
Emphasized
3. Characteristics student’s Native
Language
4. Nature 8. Evaluation
Interaction Accomplished
9. Teacher’s
Respond
 1. Goals
Teachers want their
students to be able to
use the target
language
communicatively.
 The teacher is directing
and controlling the
2. Role language behavior of the
students, and also
responsible for providing
her students with a good
The students follow model for imitation.
the teacher’s
directions and
respond as accurately
and as rapidly as
possible.
 3. Characteristics of
the Teaching/ Learning
Process.
New vocabulary and
structural patterns are
presented through dialog.
The dialogs are learned
through imitation and
repetition.
 4. Nature
Interaction
There is student to student
interaction in chain drill, but
this interaction is teacher
directed. Most of the
interaction is between teacher
and students and students
and is initiated by the teacher.
 5. Language &
Culture
Every Viewed
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. Culture consists of
the everyday behavior and lifestyle of
the target language speakers.
 6. Areas of Language
& Language Skills
are Emphasized
Vocabulary is kept to a minimum while
the students are mastering the sound
system and grammatical patterns. The
oral/aural skills receive most of the
attention.
 7. Role of
student’s
Native
The habit of the students' native language
Language
is thought to interfere with students'
attempts to master the target language. A
contrastive analysis between the students'
native language and the target language
will reveal where a teacher should expect
the most interference.
 8. Evaluation
Accomplished
Each question on the test would
focus on only one point of the
language at a time. Students might
be asked to distinguish between
words in a minimal pair, for example,
or to supply an appropriate verb form
in a sentence.
 9. Teacher’s
Respond
Student errors are to be avoided
if at all possible through the
teacher's awareness of where the
students will have difficulty and
restriction of what they are
taught to say.
 Dialog
Grammar Complete Use of
Memorizatio
Game The Dialog Minimal Pairs
n

Backward
Question and
Build- Up
Answer Drill
Reviewing
Drill

The Method
Repetition Transformati
Drill on Drill

Single Slot Multiple Slot

Chain Drill Substitution Substitution
Drill Drill
• Students memorize the dialog
through mimicry. DIALOG
MEMORIZATION
• The students have to listen in
attentively when the teacher is
EXAMPLE
presenting a new dialog or a
conversation between two people.

•The students also have to repeat

each of the lines of the dialog after
the teacher.
Two people are walking along sidewalk in town. They know each other,
and as they meet, they stop to talk. One of them is named Sally and the
other one is named Bill. I will talk for Sally and for Bill. Listen to their
conversation :

SALLY : “Good Morning, Bill”

BILL : “Good Morning, Sally”
SALLY : “How are you ?”
BILL : “Fine, thanks. And you?”
SALLY : “Fine. Where are you going?”
BILL : “I’m going to the post office”
SALLY : “I am too. Shall we go together?”
BILL : “ Sure. Let’s go.
• This drill is used when a long
Backward
line of a dialog is giving students Build- Up
trouble.
Drill
• The teacher breaks down the
line into several parts, and then (Expansion)
after the teacher says a part of
the sentence, the students have
to repeat it. EXAMPLE
• Through this step by step,
procedure, the teacher is able to
give the students help in
producing the troublesome line.
“I’m going to the post office”
TEACHER : Repeat after me “Post
Office”
CLASS : “Post Office”
TEACHER : “To The Post Office”
CLASS : “To The Post Office”
TEACHER : “Going to the post
office”
CLASS : “Going to the post office”
TEACHER : “I’m going to the post
office”
CLASS : “I’m going to the post
office”
 REPETITION
Students are asked DRILL
to repeat the EXAMPLE
teacher’s model as
accurately and as
quickly as possible.
SALLY : “Good Morning, Bill”
BILL : “Good Morning, Sally”
SALLY : “How are you ?”
BILL : “Fine, thanks. And you?”
SALLY : “Fine. Where are you going?”
BILL : “I’m going to the post office”
SALLY : “I am too. Shall we go together?”
BILL : “ Sure. Let’s go.
 CHAIN
A chain drill gets its name DRILL
from the chain
conversation that forms EXAMPLE
around the room as
students, one by one, ask
and answer questions of
each other.
TEACHER : “Good Morning, Jose”
JOSE : “Good Morning, Teacher”
TEACHER : “How are you ?”
JOSE : “Fine, thanks. And you?”
TEACHER : “Fine”
• The teacher says a line, usually
from the dialog. SINGLE SLOT
SUBSTITUTIO
• Next, the teacher says a word or N DRILL
phrase that called the cue.
EXAMPLE
• The students repeat the line
that the teacher has given
them, substituting the cue into
the line in its proper place.
The Line “I’m going to the post office”

“THE BANK”

“I am going to the bank”

 MULTIPLE
SLOT
• This drill is similar to the single SUBSTITUTIO
slot substitution drill.
N DRILL
EXAMPLE
• The difference is that the
teacher gives cue phrases, one
at a time, that fit into different
slots in the dialog line.
The Line “I’m going to the post office”
The cue
“She is going to the
“SHE”
bank”

The cue “The

Hospital” “She is going to the
hospital”
 This type of drill asks
students to change one
TRANSFORMATI
type of sentence into
ON DRILL
another- an affirmative
sentence into a EXAMPLE
negative or an active
sentence into a passive
sentence.
 “She is going to the post
office”
TEACHER
“ Is she going to the post
office ?”

“They are going to the

TEACHER bank”

“Are they going to the

STUDENTS bank?”
 QUESTION
The students should
AND
answer the teacher’s ANSWER
questions very quickly. DRILL
This drill gives students
practice with answering EXAMPLE
questions.
 “ Are you going to the
TEACHER
bus station ?”

STUDENTS “ No, I am going to the

supermarket”
 USE OF
The teacher works with pairs
MINIMAL
of words which differ in only PAIRS
one sound; for example,
‘ship/ sheep’. Students are EXAMPLE
first asked to perceive the
difference between the two
words and later to be able to
say the two words.
SHEEP SHIP

LIVE LEAVE
Students complete the
COMPLETE
dialog by filling the THE DIALOG
blanks with the missing
EXAMPLE
words.
SALLY : “Good Afternoon , Bill”

BILL : “Good ………….. , Sally”

SALLY : “How ….. you ?”

BILL : “Fine, thanks. ………. ?”

SALLY : “Fine. Where are you ……?”

BILL : “ I …… going to the post office”

SALLY : “I am too. Shall we go together?”

BILL : “ Sure. Let’s go.

Games like the supermarket
alphabet game describe in GRAMMAR
this chapter are used in the GAME
Audio- Lingual Method.
EXAMPLE
The games are designed to
get students to practice a
grammar point within a
context.
 “ I am going to the
TEACHER
supermarket.
I need a few apples”
“ I am going to the
1st Student supermarket.
I need a little bread”
“ I am going to the
2nd Student supermarket.
I need a little cheese”

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