Audio Lingual Method in English Language Teaching.pptx

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1. Background & Definition OF ALM Early 20th-century U.S. favored reading-based approaches due to a lack of native-speaking teachers and perceived linguistic isolation. The Coleman Report (1929) reinforced this focus, leading to a return to Grammar Translation methods in the 1930s and 1940s. World War II Influence : Increased demand for oral proficiency in foreign languages for military purposes led to the Army Specialized Training Program (ASTP). ASTP emphasized aural/oral skills through drills and conversation, minimizing grammar and translation. The Army Method emerged and gained national interest, eventually evolving into what became known as the Audiolingual Method (ALM) in the 1950s ALM was based on structural linguistics and behaviorist psychology , using mimicry and pattern drills for language learning.

2. The rule is : when an organism (animal or human) is given a stimulus, it will give response. If the response is reinforced, it seems to occur again; contrary if the response is not reinforced or given negative reinforcement (prohibition or punishment) it tends to not occur again. Richards and Rodgers (2001) Behaviorist Psychology

3. Repetition Students repeat a sentence aloud as soon as they heard it. The sentence have to be brief. e.g: I buy an ice cream. - I buy an ice cream. 2. Inflection The teacher gives a sentence. The student repeats the sentence, but with a change in grammatical form. (singular - plural) e.g: I see the book. - I see the book s. 3. Replacement One word in a sentence replaced by another. (pronoun) e.g: Julie and Melly are eating. - They are eating. 4. Restatement Students restate the sentence and address it to someone else. e.g: Tell him to wait for you. - Wait for me. 5. Completion The teacher gives incomplete sentence, students need to make the sentence complete. e.g: I’ll go my way and you go… - I’ll go my way and you go yours . 6. Transposition Change in a word order when a word is added. e.g: I’m hungry (so). - I’m hungry, so am I. By: Brooks (1964)

4. 7. Expansion Add a new word in a certain place. e.g: I know him. (hardly) - I hardly know him. 8. Contraction A single word stands for a phrase or clause. e.g: The cat is sleeping. - It is sleeping. 9. Transformation Change the form of a sentence. e.g: He knows the truth - He doesn’t know the truth. 10. Integration Joining two separate sentences into one. e.g: She bought a dress. it is red - She bought a dress that is red. 11. Rejoinder Students give a short reply to a sentence. e.g: She’s following us - I think you’re right. 12. Restoration Students rebuild keywords into a complete sentence. e.g: girl/read/book - The girl reads a book. By: Brooks (1964)

5. I n the educational context , these are the characteristics of Audiolingual method namely: New vocabulary and structural patterns are presented through dialogues The dialogues are learned through imitation and repetition Drills are conducted based upon the patterns present in the dialogue Students’ successful responses are positively reinforced Grammar is induced from the examples given;explicit grammar rules are not provided Cultural information is contextualized in the dialogues or presented by the teacher Students’ reading and written work is based upon the oral work they did earlier What are the characteristics?

6. ADVANTAGES Of ALM The Audio-lingual Method is said to be the best approach for beginning level foreign classes Developing listening and speaking skills The use of visual aids has proven its effectiveness in vocabulary teaching The state of class is more lively and interesting

7. DISADVANTAGES Of ALM The method's insistence on repetition and memorization of standard phrases ignored the role of context and knowledge in language learning The Methodology only delivers an improvement in communicative ability for the short term Students were not able to transfer the skills to real communication outside the classroom Lacked of vocabulary

8. Conclusion The Audio Lingual Method focuses on speaking and listening competence stressing repetition and habit formation to learn a second or a foreign language. This method makes the learner understand the second language by memorizing and practice speaking with drilling from the people communication References Bailey, Kathleen M. Speaking. In David Nunan (Ed). Practical English Language Teaching. Mc Graw Hill, Boston, 2003 Brown, Douglas. Teaching By Principles. An Interactive Approach to Language Pedagogy. Prentice Hall Regents, New Jersey, 1994 Richard, Jack & Theodore Rodgers. 2001. Approach and Methods in Language Teaching. Cambridge University Press: Cambridge, 2001

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