AUDIOLINGUAL METHOD

HISTORICAL ROOTS OF AUDIO-LINGUAL METHOD

The audio-lingual method is the product of three historical

circumstances:

1. The prime concern of American Linguistics

about all the indigenous language spoken in the USA.

2. Effects of the behaviorist psychologists

about languages.

3. The outbreak of the World War II.

 Therotical Background of
Audiolingual Method
• It is a combination of structural
linguistic theory,contrastive analysis,
aural-oral procedures and behaviorist
psychology.
• The system comprises several
diffrerent levels:
• 1. Phonological
• 2. morphological
• 3. Syntactic
Characteristic of the method :
• Dependence on mimicry and memorization of set
phrases

• Teaching structural patterns by means of

repetitive drills

• No gramatical explanation

• Learning vocabulary in context

• Use of tapes and visual aids

• Focus on pronunciation

• Immediate reinforcement of correct

responses
 Approach
Theory of Learning

The structural view of language is the

view behind the audiolingual method
Structural view was developed as
a reaction to traditional grammar.
 Language was viewed as a system of
structurally related elements for the
encoding meaning;

• Phonemes
• Morphemes
• Words
• Structures
• Sentence types
Listing of grammatical elements
and rules their combinations
into

-words
-phrases
-sentences
Primarily what’s spoken and
only secondarily what’s
written.
 Theory of Learning

This method is based on the

principles of behavior psychology
Reinforcement is a vital
element in the
learning process
Structural patterns are tought

using repetetive drills.

-tomorrow

-in the cafeteria tomorrow

-will be eating in the cafeteria tomorrow

-those boys will be eating in the cafeteria

tomorrow
 Learning Princeples

1.language learning is habit-formation

2. mistakes are bad and should be avoided,
as they make bad habits

3. language skills are learned more
effectively if they are presented orally
first, then in written form

4. analogy is a better foundation for
language learning than analysis

5. the meanings of words can be learned
only in a linguistic and cultural context
 Objectives
• training in listening comprehension

• accurate pronunciation and grammar

• ability to respond quickly and accurately in

speech situations

• knowledge of sufficient vocabulary to use with

grammar patterns.
 The syllabus
• Audio-lingualism uses a structural syllabus.

• Syllabus contains the key items of

phonology, morphology and syntax of the
language.

• The language skills are taught in the order

of listening, speaking, reading and writing.
 Types of learning and teaching
activities:
•Dialogues and drills form the basis of
Audiolingual classroom activities.

•Dialogues are used for repetition and

memorization.
 Kinds of drills in Audiolingual
method
• Repetition • Expansion

• Inflection • Contraction

• Replacement • Transformation

• Restatement • Integration

• Completion • Rejoinder

• Transposition
• Restoration
 Roles of learner and teacher:
• Learners play a reactive role by
responding the stimuli.

• The role of the teacher is central and

active.
 Procedure
• Students hear a model dialogue
• Students repeat each line of the dialogue
• Certain key words or phrases may be
changed in the dialogue
• Key structures from the dialogue serve as
the basis for pattern drills of different
kinds.
• The students practice substitutions in the
pattern drills
The decline of

the Audiolingualism
conclusion
• http://en.wikipedia.org/wiki/Audio-Lingual_Method
• Jack c. Richards and Theodore s. Rodgers
Approaches and Methods in Language Teaching,
Second Edition,. Cambridge Language Teaching
Library
•
http://www.yementimes.com/article.shtml?i=633&p=ed
ucation&a=2
• http://www.google.com.tr/search?
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