TEFL

GROUP 3

• Rabiatul Hamidah A1B214041

• Ramadan A1B213225

• Rika Husyana A1B213256

• Reny Triana Sari A1B214044

The Audio-Lingual Method
 Introduction

The Audio-lingual Method is a method of

foreign language teaching which emphasizes
the teaching of listening and speaking before
reading and writing. It uses dialogues as the
main form of language presentation and drills
as the main training techniques. Mother
tongue is discouraged in the classroom.
 Introduction
The Audio-lingual Method is a method of
foreign language teaching which emphasizes the
teaching of listening and speaking before reading
and writing. It uses dialogues as the main form of
language presentation and drills as the main
training techniques. Mother tongue is discouraged
in the classroom.
History of Audio-Lingual Method
• Origins during the World War II
• Was developed in the United States during World
War II
• Known as the Army method
• the term “Audiolingualism” was coined by
Professor Nelson Brooks (19640
 Experiences
1. The teacher introduces a new dialog
Sally : Good morning, Bill.
Bill : Good morning, Sally.
Sally : How are you?
Bill : Fine, thanks. And you?
Sally : Fine, Where are you going?
Bill : I’m going to the post office.
Sally : I am too. Shall we go together?
Bill : Sure. Let’s go.
2. The language teacher uses only the target
language in the classroom. Actions, pictures, or
realia are used to give meaning otherwise.
3. The language teacher introduces the dialog by
modeling it two times; she introduces the drills by
modeling the correct answers; at other times, she
corrects mispronunciation by modeling the proper
sounds in the target language.
4. The students repeat each line of the new dialog
several times.
5. The students stumble over one of the lines of
the dialog. The teacher uses a backward build-
up drill with this line.

Example:
Teacher : “Repeat after me; health care”
Class : “Health care”
Teacher : “Interested in health care”
Class : “Interested in health care”
Teacher : “I am interested in health care”
Class : “I am interested in health care”
6. The teacher initiates a chain drill in which
each student greets another.

Example:
Teacher: “Good morning, Jose.”
Student: “Good morning, teacher.”
Teacher: “How are you?”
Student: “Fine, thanks. And you?”
Teacher: “Fine.”
7. The teacher uses single-slot and multiple-slot
substitution drills.

Example for single-slot substitution drills:

Teacher: “I am going to the post office.”

Teacher: “The Bank, I am going to the Bank”

Example for multiple-slot substitution drills:

Teacher : “I am going to the post office. She.”

Students : “She is going to the post office.”
Teacher : “to the park”
Students : “She is going to the par.”
8. The teacher says, "Very good" when the students
answer correctly.
9. The teacher uses spoken cues and picture cues.
10.The teacher conducts transformation and
question-and answer drills.
11.The teacher provides the students with cues; she
calls on individuals; she smiles encouragement;
she holds up pictures one after another.
12.New vocabulary is introduced through lines of the
dialog; vocabulary is limited.
13.Students are given no grammar rules;
grammatical points are taught through examples
and drills.
Thinking about
the Experience
 Observations
1. The teacher introduces a new
dialog.
2. The language teacher uses only
the TL in classroom. Action,
pictures, or realia are used to
give meaning otherwise
3. The language teacher
introduces the dialog by
modeling it two times; at other
times,she corrects
mispronounciation by
modeling the proper sounds in
the target language.
Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.
Oxford, England: Oxford University Press. (Page 39)
Principles
• Languange forms do not occur by
themselves; they occur most
naturally whithin a context.
• The native language and the target
language have separate linguistic
systems. They should be kept appart
so that the students’ native language
interferes as little as possible with
the students’ attempts to acquire the
traget language.
• One of the languange teacher’s
major roles is that of a model of the
target languange. Teachers should
provide students with a native-
speaker-like model. By listening to
how it is supposed to sound,
students should be able to mimic
the model.
 4. The students repeat each line of
the new dialog several times.
5. The students stumble over one
of the lines of the dialog. The
teacher uses a backward build-up
drill with this line
• Language learning is a process
of habit formation. The more
often something is repeated, the
stronger the habit and the
greater the learning.
• It is important to prevent
learners from making errors.
Errors lead to the formation of
bad habits. When errors do
occur, they sould be immediately
corrected by the teacher.

6. The teacher initiates a chain drill • The purpose of language

in which each student greets learning is to learn how to use
another. the language to communicate.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 40)
 7.The teacher uses single-slot
and multiple-slot substitution
drills.
• Particular parts of speech
occupy particular “slot” in
sentences. In order to create
new sentences, students
must learn which part of
speech occupies which slot

8 The teacher says, “Very • Positive reinforcement

good,” when the students helps the students to
answer correctly. develop correct habits.

9 The teacher uses spoken • Students should learn to

cues and picture cuess. respond to both verbal and
nonverbal stimuli.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 41)
 10.The teacher conducts
transformation and question-and-
answer drills.
• Each language has a finite
number of patterns. Pattern
practice helps students to
form habits which enable the
students to use the patterns.

11. When the students can handle

it, the teacher poses the question
• Student should “overlearn,”
i.e., learn to answer
to them rapidly.
automatically without
stopping to think.
12 The teacher provides the
students which cues; she calls on
individuals; she smiles
• The teacher should be like an
orchestra leader-conducting,
encouragement; she holds up
guiding, and controlling the
picture one after another.
students’ behavior in the
target language.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 41)
 • 13. New vocabulary is
introduced through lines of
the dialog; vocabulary is
limited.
• The major objective of
language teaching should be
for students to acquire the
structural patterns; students
will learn vocabulary
afterward.

• 14 Students are given non • The learning of a foreign

grammar rules; grammatical
points are taught through
examples and drills.
language should be the
same as the acquisition of
the native language. We do
not need to memorize rules
in order to use our native
language. The rules
necesarry to uses the target
language will be figured out
or induced from examples.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 41-42)
 • 15 The teacher does a
contrasive analysis of the
target language and the
students’ native language in
order to locate the places
where she anticipates her
students will have trouble.
• 16 The teacher writes the
dialog on the blackboard
toward the end of the week.
The students do some limited
written work with the dialog.
Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.
Oxford, England: Oxford University Press. (Page 42)
• The major challenge of foreign
language teaching is getting
students to overcome the habits
of their native language . A
comparison between the native
and target language will tell the
teacher in what areas her students
will probably experience
difficulty.
• Speech is more basic to language
than the the written form. The
“natural order”—the order
children follow when learning
their native language—of skill
acquisition is: listening, speaking,
reading, and writing.
 • 17 The supermaket
alphabet game and a
discussion of american
supermarkets and foot
ball are included.
• Language cannot be
separated form culture.
Culture is not only
literature and the arts, but
also she everyday
behavior of the people
who use the target
language . One of the
teachers’ responsibilities
is to present information
about the culture.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 42)
Reviewing The Principles
Reviewing The Principles

Goals
Teachers want their students to be able to
use the target language
communicatively.
Over learning → automatically without
stopping to think
Forming new habits through overcoming
the old habit.
Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.
Oxford, England: Oxford University Press. (Page 43)
Reviewing The Principles

Teacher Role and Students Role

The teacher is like an orchestra

leader and also providing
students with a good model for
imitation.
Students are imitators.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 43)
Reviewing The Principles

Characteristics of the Teaching/Learning

Process
New vocabulary and structural patterns are
presented through dialogs.
Dialogs– learning through imitation and
repetition
Positively reinforced
Grammar is induced from the examples.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 43)
Reviewing The Principles

Student-Teacher Interaction and

Student-Student Interaction

Student-teacher interaction is teacher-directed

Student-student interaction → Chain drills
and dialog

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 43)
Reviewing The Principles

The View of Language and the View of Culture

The view of language

oInfluenced by descriptive linguists.
oEach level( phonological, morphological…) has
its own distinctive patterns.
oEveryday speech is emphasized.
oThe level of complexity of the speech is graded.
The view of culture consists of the everyday behavior
and lifestyle of the target language
Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.
Oxford, England: Oxford University Press. (Page 44)
Reviewing The Principles

The Emphasis of Language Areas and

Language Skills
The emphasis is placed on the acquisition of
the patterns of the language
The natural order of skills presentation is
adhered to : listening, speaking, reading, and
writing.
The oral/aural skills receive most of the
attention .
The students are taught pronunciation
Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.
Oxford, England: Oxford University Press. (Page 44)
Reviewing The Principles

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.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 44)
Reviewing The Principles

Evaluation

Nature: discrete-point → each question on the

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

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 44-45)
Reviewing The Principles

Deal with Errors

Students errors are to be avoided if at all

possible through the teacher’s awareness of
where the students will have difficulty and
restriction of what they are taught to say.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 45)
Reviewing The Techniques
 Dialog Memorization

Students memorize dialog

through mimicry.

Certain sentence patterns and

grammar points are included
within the dialog.

These patterns and points are

later practiced in drills based on
the lines of the dialog.
Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.
Oxford, England: Oxford University Press. (Page 45)
Anne : “In the future, what job do you want to do,
Tommy?”
Tommy : “I’m interested in health care. I want to be
a doctor so that I can help people. How about you?”
Anne : “I’m interested in business. I want to be a
sales-woman, or maybe open a small business and
become an entrepreneur.”
Tommy :“That’s good, too.”

An
Backward Build-up (Expansion)
Drill

This drill is used when a long line of a dialog is

giving students trouble.

Teacher breaks a line into several parts, students

repeat each part starting at the end of the
sentence and “expanding” backwards through
the sentence, adding each part in sequence.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 45)
Example:
Example:
Teacher : “Repeat after me; health care”
Class : “Health care”
Teacher : “Interested in health care”
Class : “Interested in health care”
Teacher : “I am interested in health care”
Class : “I am interested in health care”
Repetition Drill
Students are asked to repeat the teachers model as
accurately and as quickly as possible.
Example:

Good morning
Bill?

Good
morning Bill?

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Chain Drill

Students ask and answer each other one-by-one in a

circular chain around the classroom.
Example:
Sally : Good morning, Bill.
Bill : Good morning, Sally.
Sally : How are you?
Bill : Fine, thanks.
 Single-slot substituent drill

The teacher says a line, usually from the dialog.

Next, the teacher says a word or a phrase-called
the cue into the line in its proper place.

Example:

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 46)
I am going to the bank.

I am going to the hospital.

• I am going to the flower shop.

Multiple-slot Substituent Drill
Same as the Single Slot drill, except that there are
multiple cues to be substituted into the line.

Example:

Teacher : I am going to library

Class : I went to library

Teacher : I go to school by gojek

Class : she goes to school by gojek
Transformation Drill
Teacher gives student a sentence, then students
are asked to change a sentence into different
forms, for instance interrogative, negative,
positive, passive, imperative, etc..
Example:
He knows my address.
He doesn’t know my address.
Does he know my address?
He used to know my address.
If he had known my address.
Question-and-answer Drill
Students should answer the teacher’s question
very quickly. It is also possible for the teacher to
let the students practice to ask question as well.

Example:

Teacher : “Does he go to school? Yes?”

Student : “Yes, he does.”
Teacher : “No?”
Student : “No, he does not”
Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.
Oxford, England: Oxford University Press. (Page 47)
 Use of Minimal Pairs

Using contrastive analysis, teachers use a different

word pair one sound, such as ship and sheep, lip
and leap, hip and heap, dip and deep, etc. Students
are asked to find the difference in the two words,
then practice to pronounce the word correctly.

Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching.

Oxford, England: Oxford University Press. (Page 47)
Complete the Dialog
Selected words are erased from a line in the
dialog. Therefore, students must find and insert.
Bridget : “In the future, what job do you want to do,
Hector?”

Hector : “I’m interested in health care. I want to be

a doctor so that I can help people. How about you?”

Bridget: “I’m interested in business. I want to be a

sales-woman, or maybe open a small business and
become an entrepreneur.”

Hector : “That’s good, too.”

Bridget : “In the future, what job do you want __ __,
Hector?”

Hector : “I’m __ __health care. I want __ __ a doctor so

that I can help people. How about you?”

Bridget: “I’m interested in business. I want to be a sales-

woman, or maybe open a small business and become an
entrepreneur.”

Hector : “That’s __, too.”

Grammar Game

Variety of games are designed to practice a

grammar point in context, using lots of
repetition.
• I’m going to supermarket
• …………… to library
• ……………to cinema
• I need a little butter
• …………..few books
• …………..little
Larsen-Freeman, D., 1986.medicine
Techniques and Principles in Language Teaching.
Oxford, England: Oxford University Press. (Page 47)
• I’m going to supermarket
• …………… to library
• ……………to cinema
• I need a little butter
• …………..few books
• …………..little medicine
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
make the learner understand the second
language by memorizing and practice
speaking with drilling from the people
communication.
References
Larsen-Freeman, D., 1986. Techniques and Principles in
Language Teaching. Oxford, England: Oxford University
Press.
Mustafa.The audiolingual method. http:
//www.slideshare.net. Diakse pada 25 Oktober 2016

Anonym.2012.audio lingual method for teaching

speakinggrammar.http://4learningenglish.wordpress.com.
Diakses pada 25 Oktober 2016.

Anonym. Audio lingual method teaching engish.

http://log.about-esl.com.diakses pada 25 Oktober 2016.
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