Audio lingual method

BY :
✘ I Putu Aryana Purnadewa (213036)
✘ I Wayan Sardika Mulyajana (213050)
✘ I Wayan Adi Pratama (213058)
✘ I Putu Eka Sudarma (213085)
✘ I Wayan Budimartha Septiawan Ady Prenatha (213091)
 Definition Of Audio Lingual

Audio Lingual is a method used in teaching foreign

languages. It is based on behaviorist theory, which
postulates that certain traits of living things, and in this
case humans, could be trained through a system of
reinforcement. The correct use of a trait would receive
positive feedback while incorrect use of that trait
would receive negative feedback.
 Objectives Of Audio-Lingual Method
The general aim of the audio-lingual method
is for students to use language as a means of
communication. In the early stages, the focus
of learning is on oral skills, then gradually on
other abilities such as learning to develop
skills. The main emphasis is placed on oral
skills, which means students must achieve
accurate pronunciation and correct grammar.
Brooks distinguishes between the long- and short-
term goals of an audio-lingual program.
1. Short term goals include training in listening,
accurate pronunciation, reading and understanding
the correct production of sentences in writing. In
other words, the goal of the audio-lingual method is
the development of skills in all four language skills,
starting with listening and speaking, and using these
as the basis for teaching reading and writing.
2. While the long-term goal or ultimate goal is to
develop students’ speaking skills and to use them
automatically without stopping thinking
Strategy In Application Of Audio-
Lingual Method
The strategies commonly used in the application of the audio-lingual method include the
following:

1. Dialogue memorization
2. The backward build-up activity
3. Drill changing sentences (transformation drill)
4. Dictation (imla’)
5. Flashcard (reminder card)
6. Drill Chain (chain drill)
7. Alphabet game
THE PRINCIPLES OF
AUDIO-LINGUAL
METHOD
 In short, Jonshon (1968) states that the principles of the ALM are:
1. Language is a system of arbitray vocal symbol used for oral communication,
2. Writing and printing are graphic representations of the spoken language.
3. Language can be broken down into three major component parts: the sound system, the structure and the
vocabulary
4. The only authority for correctness is actual use of native speakers.
5. One can learn to speak and understand a language only being exposed to the spoken language and by using the
spoken language.
6. Language can be learned inductively far more easily than deductively.
7. Grammar should never be taught as an end in itself, but only as a means to the end of learning the language.
8. Use of the students’ native language in class should be avoided or kept to a minimum in second language teaching.
9. The structures to which the students are exposed to should always sound natural to native speakers.
10. All structural material should be presented and practiced in class before the students attempt to study it at home.
 ADVANTAGES AND
DISADVANTAGES OF
AUDIO-LINGUAL METHOD
Based on Fajardo (2011: 22-26) there many advantages and
disadvantages of using Audio lingual Method there are:
 1. Advantages
The Audio lingual Method, as any other approach, has made some good contributions to the
educational field. In spite of various refutations made against this method, it also has certain
advantages that worth to be analyzed and taken into account for the purposes.
a. The Audio lingual Method has been based on a real psychological approach:
Behaviorism.
b. The native language is not used to teach a foreign language.
c. No translation is permitted to teach vocabulary.
d. Students are encouraged to use the foreign language and to speak.
e. Through teacher´s modeling, students learn pronunciation, intonation and stress.
f. Teaching grammatical patterns.
g. The teachers´ creativity can be used to give positive reinforcement.
 2. Disadvantages
Despite of the fact that the Audiolingual Method created a revolution in the area of teaching foreign
languages during 60`s, it did not use translation to teach a target language. It has also received lots of
criticism. The method is based on mechanical learning and there is no space for mistakes. As a result of that
mechanical learning, it becomes senseless for students.
a. They complete the tasks because they have to do that, not because they are interested in learning.
b. What the ALM instructor did not usually provide was the opportunity for students to use the language in a
meaningful or communicative way, one involving the exchange of message.
c. Nothing that happened in an ALM classroom could be constructed as an exchange of information because
output (the actual production of language) was severely restricted.
d. The ALM methodology does not let students create a meaningful environment to learn the topic or
structures that are going to be presented to them.
e. The exercises do not represent real facts or at least something that they can be interested in, so they do
not pay the attention.
 “
Conclusion
The Audio-Lingual Method aims to develop
communicative competence of students using
dialogues and drills. The use of dialogues and drills
are effective in foreign language teaching as they lead
the students to produce speech. Repetition of the
dialogues and the drills will enable students to
respond quickly and accurately in spoken language.
 thanks!
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