THE AUDIO LINGUAL METHOD

BACKGROUND
First called, the "Army Method" (during World War II) to develop communicative AIM competence in translators through very intensive language courses focusing on audio/oral skills.

BACKGROUND
This in combination with structural linguistics and behavioral psychology Become into the Audiolingual Method (ALM).

BACKGROUND
Founded around 1950s and 1960s ALM the way to acquire the sentence patterns of the target language by repetition of dialogues about every day situations that are imitated and drilled to make the response automatic.

BACKGROUND
1939: University of Michigan developed the first English Language Institute in the USA They applied the principles of structural linguistics.

APPROACH

APPROACH
STRUCTURAL LINGUISTICS Primary medium of language: ORAL SPEECH IS LANGUAGE

THEORY OF LEARNING

DESIGN

DESIGN

DESIGN

Learner Roles
Students are imitators of the teachers model. They follow the teachers direction as accurately as possible. They are learning a new form of verbal behaviour.

Teacher roles
The teacher is like an orchestra leader, directing and controlling the language behaviour of the students, Teacher is responsible for providing the students with a good model for imitation.

Teacher students interaction

There is student- student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher directed. Most of the interaction is between teacher and students and is initiated by the teacher.

The Role of Instructional Materials

EVALUATION
The evaluation is discrete point in nature

Each question on the test would focus on only one point of the language at the time.

e.g. distinction between words in a minimal pair or supply an appropriate verb form in a sentence.

ERRORS
Students errors should be avoided

Teachers awareness of where the students will have difficulty and restriction of what they are taught to say.

PROCEDURE
1. Students first hear a model dialogue containing key structures. 2. Students repeat each line of the dialogue, individually and in chorus. 3. Sts memorize the dialogue. 4. A line is broken into parts to avoid mistakes. 5. The dialog is adapted to students' interests or situations by changing key words. 6. Sts can refer to textbooks, follow-up reading, writing or vocabulary activities.
7.

TECHNIQUES
Dialog memorization Backward build up ( expansion ) drill Repetition drill Chain drill Single slot substitution drill Multiple slot substitution drill Transformation drill Question and answer drill Use of minimal pairs Complete the dialog Grammar game