AUDIO-LINGUAL METHOD

ARMY METHOD
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CONTENT
1.
1.Introduction/Historical
Introduction/Historical Background
Background
2.
2.Theoretical
Theoretical Background
Background
3.
3. Characteristics
Characteristics
4.
4. Techniques
Techniques
5.
5. Pros
Prosand
andCons
Cons

INTRODUCTION
Oral-based Approach
Audiolingual Method (ALM) was founded
around mid 1940s and remained dominant
until late 1960s
Teaching a foreign language was turned into
from being art to science (Richards and Rogers,
1986)
Reaction to GTM and Reading Method
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HISTORY
ALM originated during World War II and became known as the
Army Method
U.S. government commissioned American universities to
develop a foreign language teaching program for military staff.
Thus the Army Specialized Training Program (ASTP) was
established in 1942.
The ALM was developed in the U.S. during the Second World
War. It was dominant in the USA between 1947-1967.
The main objective of the army program was for students to
attain conversational proficiency in a variety of foreign
languages.
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THEORY of TEACHING AND LEARNING

Based on structural linguistics and behavioural
psychology
Structural Linguistics:
Language is a system of structural related elements, like
phonological units,
grammatical units, and
lexical items, for the transmission of meaning.
So to learn the target language is to master the elements
of the target language system.

THEORY of TEACHING AND LEARNING

Behavioural Psychology:
Habit-formation.
Mistakes, the bad habits, should be avoided.
Language skills are learned more effectively if they
are presented orally first, then in written form.
The meaning of words can be learned only in a
linguistic and cultural context.

THEORY OF LEARNING

Objectives
Short range;
Training in listening comprehension
Accurate pronunciation
Recognition of speech symbols
Ability to reproduce these symbols
Long range;
Mastering the language like a native speaker

Roles of the Teacher

Model of the target language
Like an orchestra leader
Initiates interactions

Presents information about the culture of the

target language

Roles of the Students

Imitators of the teachers model

They follow the teachers directions and respond
accurately and rapidly

Reactive

responding to a stimuli

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Characteristics of Teaching/Learning
Process
New vocabulary and structural patterns are
presented through dialogues - grammar rules
are not given explicitly

Language learning is a process of habit

formation - behaviourism

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Characteristics of Teaching/Learning
Process 2
Positive reinforcement helps the
students to develop correct habits
Students should learn to respond
automatically
Students are prevented from making
errors

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Classroom Interaction
Student-to-student interaction in chain drills
but teacher-directed

Most of the interaction between teacher and

students is initiated and sometimes controlled
by the teacher.

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The View of Language/Culture

The view of language influenced by
descriptive linguistics.
Everyday speech is emphasized.
The level of complexity of the speech is
graded.
beginner students are presented with simple
patterns.

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Emphasized Language Skills

Natural order of skills:
ListeningSpeakingReadingWriting

Focus on aural/oral skills

Listening to the teacher and repetitive
pronunciation

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Role of the Native Language

The habits of the students native language
are thought to interfere with the students
attempts to master the target language.
Therefore, the target language is used in the
class.

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Evaluation/Errors
Errors should be avoided and
immediately corrected.
No emphasis on evaluation
Suggested ways of evaluation:
Focus on only one point of the language at
a time
o Asking the students to distinguish between
words in minimal pairs

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TECHNIQUES

1.
1. Dialogue
Dialoguememorization
memorization
2.
2. Expansion
Expansiondrill
drill
3.
3. Repetition
Repetitiondrill
drill
4.
4.Chain
Chaindrill
drill
5.
5. Single-slot
Single-slot substitution
substitutiondrill
drill
6.
6. Multiple-slot
Multiple-slot substitution
substitutiondrill
drill

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TECHNIQUES-2

7.
7. Transformation
Transformation drill
drill
8.
8. Question-and-answer
Question-and-answer drill
drill
9.
9. Use
Useof
of minimal
minimal pairs
pairs
10.
10.Complete
Complete the
the dialogue
dialogue
11.
11. Grammar
Grammar game
game

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STRENGTHS
STRENGTHS

WEAKNESSES
WEAKNESSES

Speaking
Speakingand
andListening
Listening

Mechanical
Mechanicallearning
learning

Entertaining
Entertainingfor
for
younger/beginner
younger/beginner
students
students

Unconsciousness
Unconsciousness

Lots
Lotsof
ofpractice
practice
Culture-based
Culture-based

Boring
Boringfor
forolder/adult
older/adult
students
students
Lasting
Lastingtoo
toolong
long
Demanding
Demanding

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WHAT ARE THE

DIFFERENCES AMONG GTM,
DM AND ALM?

Comparison of the Methods covered

so far
Grammartranslation

Direct Method

Less communicative

Native language is
involved

Audio-lingual
More communicative

Vocabulary acquisition

Grammar/pronunciation
sentences

Native language is not

involved

Native language is not

involved

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RESOURCES
Larsen-Freeman, D. (2011) Techniques and
Principles in Language Teaching. Hong Kong:
OUP.
Richards, J.C., and Rodgers, T.S. (2010)
Approaches and Methods in Language Teaching.
Cambridge: CUP.

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A. What time do you go to school?

B. I go at 7am.
A. How do you get to school?
B. I get to school by bus.
A. What grade are you in?
B. The 6th grade.
A. Do you have fun at school?
B. Yes, I do.

THANKS FOR

YOUR PATIENCE!
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