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CHAPTER 4: THE AUDIO-LINGUAL

METHOD

Textbook:Larsen-Freeman, D. (2000).Techniques and Principles in

Language Teaching. (2th ed.). Oxford University Press.

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Introduction

Audio-Lingual Method is an oral-based approach.

It drills students in the use of grammatical sentencepatterns.

Based on behavioral psychology (Skinner). Conditioning helping learners to respond

correctly to stimuli through shaping andreinforcement.

Habit-formation

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A dialog from the text

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?

Sure. Lets go.

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Im going to the post office.

1. introduces a new dialog (p36)

2. uses a backward build-up drill

3. uses a repetition drill (group)4. initiates a chain drill (individual)

5. leads a single-slot substitution drill (replaces a

word or phrase = cue) (shows pictures)6. praise the class during the practice

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How are you?

(Subject-verb agreement)

1. subject pronouns (he, she, they, you)

2. be verb (is, are)

3. uses Multiple-slot Substitution drill(I am/ She is going to the post office)

4. uses a transformation drill (active vs. passive;

yes/no-question)5. uses pictures again and select individuals

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More practices

1. reviews the dialog

2. expands upon the dialog by adding a few lines.

3. drills the new lines and introduces new vocabulary

(p.41)

4. works on the mass and count nouns (a little/a few)

5. uses contrastive analysis (correct the pronunciation)

(use of minimal pairs)

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More practices

6. writes the dialog on the blackboard

7. uses the supermarket alphabet (grammar

game)

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Goals

Teachers want their students to be able to use

the target language communicatively.

Overlearning automatically withoutstopping to think

Forming new habits through overcoming the

old habit.

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Teacher Role/Student Role

The teacher is like an orchestra leader.

Providing students with a good model for

imitation. Students are imitators.

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Characteristics of the teaching/learning process

New vocabulary and structural patterns are

presented through dialogs.

Dialogs

learning through imitation andrepetition

Positively reinforced

Grammar is induced from the examples.

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Student-teacher interaction/

student-student interaction Interaction is teacher-directed

Student-student interaction Chain drills and

dialogues

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The view of language/ the view of culture

The view of language be influenced by descriptive

linguists.

Each level( phonological, morphological)has its

own distinctive patterns.

Everyday speech is emphasized.

The level of complexity of the speech is graded.

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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 patterns.

The natural order of skills presentation is

adhered to : listening, speaking, reading, and

writing.

The oral/aural skills receive most of the

attention .

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The role of native language

The habits of the students native language are

thought to interfere with the students attempts

to master the target language.

The target language is mostly used in the

classroom instead of the native language.

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Evaluation

Nature: discrete-point

each question on the test would focus on only

one point of the language at a time.Ex: students might be asked to distinguish

between words in a minimal pair.

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Deal with errors

Students 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 taught to say.

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Brainstorming

Page 50

Check your understanding of The Audio-

Lingual Method