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Audio-lingual method

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The audio-lingual method, Army Method, or New Key
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, is a style oI teaching used in
teaching Ioreign languages. It is based on behaviorist theory, which proIesses that certain traits
oI living things, and in this case humans, could be trained through a system oI reinIorcement
correct use oI a trait would receive positive Ieedback while incorrect use oI that trait would
receive negative Ieedback.
This approach to language learning was similar to another, earlier method called the direct
method. Like the direct method, the audio-lingual method advised that students be taught a
language directly, without using the students' native language to explain new words or grammar
in the target language. However, unlike the direct method, the audio-lingual method didn`t Iocus
on teaching vocabulary. Rather, the teacher drilled students in the use oI grammar.
Applied to language instruction, and oIten within the context oI the language lab, this means that
the instructor would present the correct model oI a sentence and the students would have to
repeat it. The teacher would then continue by presenting new words Ior the students to sample in
the same structure. In audio-lingualism, there is no explicit grammar instructioneverything is
simply memorized in Iorm. The idea is Ior the students to practice the particular construct until
they can use it spontaneously. In this manner, the lessons are built on static drills in which the
students have little or no control on their own output; the teacher is expecting a particular
response and not providing that will result in a student receiving negative Ieedback. This type oI
activity, Ior the Ioundation oI language learning, is in direct opposition with communicative
language teaching.
Charles Fries, the director oI the English Language Institute at the University oI Michigan, the
Iirst oI its kind in the United States, believed that learning structure, or grammar was the starting
point Ior the student. In other words, it was the students` job to orally recite the basic sentence
patterns and grammatical structures. The students were only given 'enough vocabulary to make
such drills possible. (Richards, J.C. et-al. 1986). Fries later included principles Ior behavioural
psychology, as developed by B.F. Skinner, into this method.
Contents
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O 1 Oral drills
O Examples
O Historical roots
O In practice
O Fall Irom popularity
O 6 Today
O ManiIestations in Popular Culture
O 8 ReIerences
O 9 External links
edit] Oral drills
Drills and pattern practice are typical oI the Audiolingual method. (Richards, J.C. et-al. 1986)
These include
Repetition : where the student repeats an utterance as soon as he hears it
InIlection : Where one word in a sentence appears in another Iorm when repeated
Replacement : Where one word is replaced by another
Restatement : The student re-phrases an utterance
edit] Examples
InIlection : Teacher : I ate the sandwich. Student : I ate the sandwiches.
Replacement : Teacher : He bought the car Ior halI-price. Student : He bought it Ior halI-price.
Restatement : Teacher : Tell me not to smoke so oIten. Student : Dont smoke so oIten!

The Iollowing example illustrates how more than one sort oI drill can be incorporated into one
practice session :
'Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair
etc.
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edit] Historical roots
The Audio-lingual method is the product oI three historical circumstances. For its views on
language, audiolingualism drew on the work oI American linguists such as Leonard BloomIield.
The prime concern oI American Linguistics at the early decades oI the th century had been to
document all the indigenous languages spoken in the USA. However, because oI the dearth oI
trained native teachers who would provide a theoretical description oI the native languages,
linguists had to rely on observation. For the same reason, a strong Iocus on oral language was
developed. At the same time, behaviourist psychologists such as B.F. Skinner were Iorming the
belieI that all behaviour (including language) was learnt through repetition and positive or
negative reinIorcement. The third Iactor that enabled the birth oI the Audio-lingual method was
the outbreak oI World War II, which created the need to post large number oI American
servicemen all over the world. It was thereIore necessary to provide these soldiers with at least
basic verbal communication skills. Unsurprisingly, the new method relied on the prevailing
scientiIic methods oI the time, observation and repetition, which were also admirably suited to
teaching en masse. Because oI the inIluence oI the military, early versions oI the audio-
lingualism came to be known as the 'army method.
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.
edit] In practice
As mentioned, lessons in the classroom Iocus on the correct imitation oI the teacher by the
students. Not only are the students expected to produce the correct output, but attention is also
paid to correct pronunciation. Although correct grammar is expected in usage, no explicit
grammatical instruction is given. Furthermore, the target language is the only language to be
used in the classroom.
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Modern day implementations are more lax on this last requirement.
edit] Fall from popularity
In the late 19s, the theoretical underpinnings oI the method were questioned by linguists such
as Noam Chomsky, who pointed out the limitations oI structural linguistics. The relevance oI
behaviorist psychology to language learning was also questioned, most Iamously by Chomsky's
review oI B.F. Skinner's Verbal Behavior in 199. The audio-lingual method was thus deprived
oI its scientiIic credibility and it was only a matter oI time beIore the eIIectiveness oI the method
itselI was questioned.
In 196, Wilga Rivers released a critique oI the method in her book, 'The Psychologist and the
Foreign Language Teacher.' Subsequent research by others, inspired by her book, produced
results which showed explicit grammatical instruction in the mother language to be more
productive.
|citation needed|
These developments, coupled with the emergence oI humanist pedagogy
led to a rapid decline in the popularity oI audiolingualism
|citation needed|
.
Philip Smith's study Irom 196-1969, termed the Pennsylvania Project, provided signiIicant
prooI that audio-lingual methods were less eIIective than a more traditional cognitive approach
involving the learner's Iirst language.
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edit] Today
Despite being discredited as an eIIective teaching methodology in 19
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, audio-lingualism
continues to be used today, although it is typically not used as the Ioundation oI a course, but
rather, has been relegated to use in individual lessons. As it continues to be used, it also
continues to gain criticism, as Jeremy Harmer notes, 'Audio-lingual methodology seems to
banish all Iorms oI language processing that help students sort out new language inIormation in
their own minds. As this type oI lesson is very teacher centered, it is a popular methodology Ior
both teachers and students, perhaps Ior several reasons but in particular, because the input and
output is restricted and both parties know what to expect. Some hybrid approaches have been
developed, as can be seen in the textbook apanese. The Spoken Language (1989), which
uses repetition and drills extensively, but supplements them with detailed grammar explanations
in English.
Butzkamm & Caldwell have tried to revive traditional pattern practice in the Iorm oI bilingual
semi-communicative drills. For them, the theoretical basis, and suIIicient justiIication, oI pattern
drills is the generative principle, which reIers to the human capacity to generate an inIinite
number oI sentences Irom a Iinite grammatical competence.
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edit] Manifestations in Popular Culture
The Iact that audio-lingualism continues to maniIest itselI in the classroom is reIlected in popular
culture. Films oIten depict one oI the most well-known aspects oI audio-lingualism : the
repetition drill. In South Park Episode #1, Cartman applies the repetition drill while teaching a
class oI high school students. In ad ax Beyond Thunderdome, an LP record oI a French
lesson instructs a pair oI obliging children to 'repeat' short phrases in French and then in English.















This method oI Language Learning is also called the Aural-Oral Method. This method is said
to result in rapid acquisition oI speaking and listening skills. The audiolingual method drills
students in the use oI grammatical sentence patterns. When this method was developed it was
thought that the way to acquire the sentence patterns oI the second language was through
conditioning or helping learners to respond correctly to stimuli through shaping and
reinIorcement.
The Audiolingual Method is based on the Iollowing principles:
O Speaking and listening competence preceded reading and writing competence.
O Use oI German is highly discouraged in the classroom.
O The development oI language skills is a matter oI habit Iormulation.
O Students practice particular patterns oI language through structured dialogue and drill
until response is automatic.
O Structured patterns in language are taught using repetitive drills.
O The emphasis is on having students produce error Iree utterances.
O This method oI language learning supports kinesthetic learning styles.
O Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught
through demonstration, objects, and pictures. Abstract vocabulary is taught through
association oI ideas.
O The printed word must be kept away Irom the second language learner as long as
possible.












Lssay 1oplc 1nL AUDICLINGUAL ML1nCD

lnLroducLlon

1he audlollngual meLhod ls an approach Lo language learnlng based on Lhe behavlourlsL ldeology and lL
ls some how slmllar Lo an earller meLhod called 1he ulrecL MeLhod"
Accordlng Lo Lhe Audlollngual meLhod a forelgn language should be learned dlrecLly wlLhouL dependlng
on Lhe learner's moLher Longue language 1he dlfference beLween Audlollngual meLhod and Lhe ulrecL
MeLhod ls LhaL Lhe flrsL lnslsLs on Leachlng grammar whlle Lhe laLLer on vocabulary 1hls means LhaL Lhe
learner should repeaL a correcL model of a senLence 1he role of Lhe Leacher ls Lo presenL new words
wlLhln Lhe same senLence sLrucLure keeplng on repeaLlng and pracLlslng Lhe learner wlll learn
hablLually So we undersLand LhaL Lhe Audlollngual MeLhod emphaslzes Lhe speaklng and llsLenlng
compeLence raLher Lhan Lhe readlng and wrlLlng compeLence LhaL Lhe developmenL of language skllls ls
a maLLer of hablL formulaLlon Lhrough Lhe use of sLrucLured dlalogue and repeLlLlve drllls Slnce learnlng
ls LhoughL Lo be a quesLlon of hablL formulaLlon errors are consldered Lo be bad and Lo be avolded
1hus relnforcemenL ls requlred and Leachers reward" sLudenLs and pralse Lhem when Lhey perform
well

1he Audlollngual MeLhod ls sald Lo be Lhe besL for beglnnlng level forelgn language classes

CharacLerlsLlcs

new maLerlal ls presenLed ln dlalogue form
1here ls dependency on mlmlcry memorlzaLlon of seL phrases
SLrucLural paLLerns are LaughL uslng drllls
1here ls llLLle or no grammaLlcal explanaLlon
vocabulary ls sLrlcLly llmlLed Lo pronunclaLlon
1here ls much use of Lapes language labs and vlsual alds
CreaL lmporLance ls aLLached Lo pronunclaLlon
very llLLle use of Lhe moLher Longue by Leacher ls permlLLed

1eachlng rocess

We have Lhree Leachlng process
1he flrsL ls presenLaLlon uslng oral dlalogue llLLle explanaLlon L1 ls dlscouraged errors are correcLed
and accuracy ls emphaslzed 1he goal of Lhls sLage ls accuraLe repeLlLlon and memorlzaLlon of Lhe
dlalogue
1he second ls pracLlce uslng paLLern drllls and emphaslzlng fluency
1he Lhlrd Leachlng process ls appllcaLlon and here we Lalk abouL Lhe use of sLrucLure ln dlfferenL
concepLs


SLraLegles

All lnsLrucLlon and used sLraLegles ln Lhe class are glven ln Lhe sLudled language Cne of Lhese sLraLegles
ls ulalog MemorlzaLlon whlch conslsLs of glvlng a shorL dlalog Lo be flrsL memorlzed by sLudenLs and
Lhen Lhey are asked Lo acL lL uslng mlmlcry and gesLures 1hls sLraLegy helps Lhe learner Lo experlmenL
wlLh language and nonverbal elemenLs Lo achleve an efforL for a parLlcular purpose and audlence A
second sLraLegy ls Lhe 1ransformaLlon urlll by provldlng a quesLlon whlch musL be Lransformed lnLo a
sLaLemenL and vlce versa and Lhls Lralns Lhe sLudenLs how Lo selecL a range of word cholces and use
slmple senLence paLLerns Lo communlcaLe ldeas and lnformaLlon We have also whaL we call Lhe Chaln
urlll sLraLegy LhaL ls Lo say a chaln of conversaLlon formed around Lhe room as Lhe Leacher greeLs or
quesLlons a sLudenL who wlll ln Lurn respond and Lhen move Lo an oLher sLudenL and so on and Lhls wlll
lmprove Lhelr parLlclpaLlon ln shared language experlences

CaLegorles of urllls

A mechanlcal drlll ls one where Lhere ls compleLe conLrol over Lhe sLudenL's response and where
comprehenslon ls noL requlred ln order Lo produce a correcL response
Lxample l'm golng Lo Lhe clnema supermarkeL
School
1heaLre
A meanlngful drlll ls one where Lhere ls sLlll conLrol over Lhe response buL undersLandlng ls requlred ln
order for Lhe sLudenL Lo produce a correcL response
Lxample 1he Leacher reads a senLence
l'm hoL
l'm cold
l'm LhlrsLy
l'm hungry
1he sLudenL chooses a response
l'll geL you someLhlng Lo eaL
l'll Lurn on Lhe alr condlLlonlng
l'll geL you someLhlng Lo drlnk
l'll Lurn on Lhe heaLer
A communlcaLlve drlll ls one ln whlch Lhe Lype of response ls conLrolled buL Lhe sLudenL provldes hls/her
own conLenL of lnformaLlon
Lxample 1he Leacher says
WhaL dld you have for breakfasL?
WhaL dld you geL up on Sunday?
1he sLudenL compleLes
l goL up aL
l had


1he AudloLlngual MeLhod Lhrough PlsLory

PlsLorlcally speaklng Lhe Audlollngual MeLhod was developed as a reacLlon Lo Lhe Crammar
1ranslaLlon MeLhod whlch had been used Lo Leach for Lhousands of years 1hls Audlollngual MeLhod
developed when Amerlcan llngulsLlcs such as 8loomfleld aL Lhe Lurn of Lhe 1wenLleLh CenLury almed aL
collecLlng all lndlgenous languages spoken ln Lhe unlLed SLaLes 8uL Lhe lack of Lralned naLlve Leachers
obllged Lhem Lo rely on observaLlon focuslng on oral language 1hen Lhe meLhod became popular when
behavlourlsL psychologlsLs llke Sklnner belleved LhaL behavlours lncludlng language were learnL
Lhrough repeLlLlon and relnforcemenL (wheLher lL ls poslLlve or negaLlve) lrom abouL 1947 unLll 1967
Lhe Audlollngual approach was Lhe domlnanL forelgn language Leachlng meLhod ln Lhe unlLed SLaLes
uurlng Lhe Second World War Amerlca became aware LhaL lL needed people malnly servlcemen and
soldlers Lo learn forelgn languages very qulckly as parL of lLs mlllLary operaLlons by belng provlded wlLh
Lhe baslc verbal communlcaLlon skllls relylng on observaLlon and repeLlLlon Lo bulld communlcaLlve
compeLence 1haL ls why Lhe Audlollngual MeLhod ls also called Lhe Army MeLhod" Powever ln Lhe
laLe 1930s Lhe llmlLaLlons lf Lhe Audlollngual MeLhod was challenged by llngulsLs such as Chomsky
quesLlonlng Lhe effecLlveness of sLrucLural llngulsLs and Lhe relevance of behavlourlsL psychology Lo
language learnlng Mechanlcal drllls of early AudloLlngual MeLhod were crlLlclzed as belng noL only
borlng and mlndless buL also counLerproducLlve 8ecause Lhe baslc meLhod of Leachlng ls repeLlLlon
puplls Lurn lnLo parroLs who can produce many Lhlngs buL never creaLe anyLhlng new or sponLaneous
An oLher defecL ls LhaL lL necesslLaLes exLenslve use of equlpmenL wlLh all assoclaLed problems of
carrylng Laperecorders from classroom Lo classroom equlpmenL can break down pro[ecLor lamps
explode As a resulL Lhe Audlollngual MeLhod losL lLs sclenLlflc credlblllLy malnly afLer Lhe emergence
of oLher meLhods llke Lhe CommunlcaLlve Language 1eachlng Approach and Lhe humanlsL pedagogy ln
splLe of lLs rapld decllne lL ls sLlll used Loday especlally ln Lerms of lndlvldual lessons and ls consldered
as a popular meLhodology for boLh Leachers and sLudenLs



ln concluslon Lhe Audlollngual MeLhod focuses on speaklng and llsLenlng compeLence sLresslng
repeLlLlon and hablL formaLlon Lo learn a second or a forelgn language 1hls meLhod was frequenLly used
durlng Lhe flrsL half of Lhe LwenLleLh cenLury and Lhough lL losL lLs sclenLlflc credlblllLy whlch led Lo lLs
decllne lL ls sLlll used Loday













AUDIO-LINGUAL AUDIO-VISUAL METHOD
Mid 196's - three new technological aids came into general use in the classroom-
language laboratory, portable tape-recorder and Iilm-strip projector. All these were
greeted with euphoria in all modern language departments. Extensive use oI tapes and
equipment was revolutionary Ior language teachers. Instead oI buying sets oI books to
equip a class, teachers were demanding most expensive boxes oI Iilm-strips and sets
oI tapes. Blackout Iacilities and electric points had to be installed.
Potential oIIered to language teaching by tape-recorder was enormous - now possible
to bring native speaking voices into classroom. Editing and selI-recording Iacilities
now available. Tapes could be used with tape recorder or in language laboratory.
Early audio-visual courses consisted oI taped dialogues, accompanied by Iilm -strips
which were designed to act as visual cues to elicit responses in the Ioreign language.
Most audio-lingual courses consisted oI short dialogues and sets oI recorded drills.
Method was based on a behaviourist approach, which held that language is acquired
by habit Iormation. Based on assumption that Ioreign language is basically a
mechanical process and it is more eIIective iI spoken Iorm precedes written Iorm. The
stress was on oral proIiciency and careIully- structured drill sequences
(mimicry/memorisation) and the idea that quality and permanence oI learning are in
direct proportion to amount oI practice carried out.
But early enthusiasm Ior audio-visual materials and language laboratory soon cooled
as teachers gradually recognised limitations oI this approach.

Disadvantages of Audio-Visual/Audio-Lingual Method
1 Basic method oI teaching is repetition, speech is standardised and pupils turn into
parrots who can reproduce many things but never create anything new or spontaneous.
Pupils became better and better at pattern practice but were unable to use the patterns
Iluently in natural speech situations.
Mechanical drills oI early Audio-Visual approach criticised as being not only boring
and mindless but also counter-productive, iI used beyond initial introduction to new
structure.
Audio-Visual materials were open to same sort oI misuse. Tendency to regard
audio-visual materials as a teaching method in themselves, not as a teaching aid.
Soon became clear to teachers that audio-visual approach could only assist in
presentation oI new materials. More subtle classroom skills were needed Ior pupils to
assimilate material and use it creatively. This Iinal vital phase was oIten omitted by
teachers.
New technology caught publishers and text-book writers unprepared - very Iew
commercial materials were available in the early stages. Those that did exist stressed
oral and aural skills and didn't develop reading and writing skills.
6 New materials necessitated extensive use oI equipment with all associated problems
oI black-out, extension leads, carrying tape-recorders Irom classroom to classroom.
Some schools set up Specialist- Language rooms, but teachers still had to set up
projectors and Iind places on tape. Equipment could break down, projector lamps
explode, tapes tangle - not sophisticated equipment oI today. Hardware involved extra
time, worry and problems, and, Ior these reasons alone, its use gradually Iaded away.
Series oI classroom studies threw doubt on claims made Ior language laboratory.
Showed that this costly equipment did not improve perIormance oI 11 beginners,
when compared with same materials used on single tape-recorder in classroom.


But Audio-Lingual/(Visual approach did mark start oI the technological age in
language teaching and it did introduce important new elements Emphasised need Ior
visual presentation and possibility oI eliciting language Irom visual cues. It placed Iar
more weight on use oI Ioreign language in classroom by both teacher and pupil, and
the language used was oI Iar greater practicality.
More giIted and energetic teachers used new courses with great success - moved
Iorward to open-ended question and answer work and extended dialogue, designed
own supplementary materials, exercises and worksheets.
However, generally teachers were disillusioned and dissatisIied with the new methods
- at a time when whole secondary education was being reorganised with advent oI
comprehensive schools.

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