THE AUDIO-LINGUAL METHOD
THE AUDIO-LINGUAL
PROCESS
New vocabulary and
structural patterns are
presented through dialogs.
The dialogs are learned
through imitation and
repetition.
Drills (repetition, backward
buildup, chain,
substitution,
transformation and
question-and-answer) are
conducted based upon the
patterns present in the
dialog.
Students’ successful
responses are positively
reinforced.
Grammar is induced from
the examples given; explicit
grammar rules are not
provided.
STUDENT-TEACHER HOW LANGUAGE HOW CULTURE IS HOW EVALUATION HOW EMOTIONS HOW ERRORS ARE
RELATIONSHIP IS VIEWED VIEWED IS DONE ARE DEALT WITH VIEWED
The teacher directs and The language has been Culture consists of the Teachers expect There are no principles Students' errors are
controls the language influenced by everyday behavior and of the methods related avoided if at all possible
students to distinguish
behavior of the descriptive linguists. lifestyle of the target to this area. through the teacher’s
students.She provides a Every language is seen language speakers. sounds between awareness of where the
good model for as having its own similarly students will have
imitation. Students are unique system i.e difficulty and
sound-structured
imitators of the teacher’s different restriction of what they
model or the tapes morphological, words. Providing are taught.
provided by the teacher. phonological and appropriate verb form
Most of the interaction is syntactic level
between students and hab=ving its own in a sentence or
teachers and is initiated distinctive patterns. distinguishing between
by the teacher. Everyday speech is
words in a minimal
emphasized. The
complexity level of the pair.
speech is graded so
that beginning
students are presented
with only simple
patterns.
The natural order of
skills presentation is
adhered to :listening,
Cultural information is speaking, reading and
contextualized in the writing.
dialogs or presented by the
teacher.
Students’ reading and
written work is based upon
oral work they did.