TOPIC

GROUP 2

Presented by:

1. Nguyễn Thị Diễm Hồng

2. Nguyễn Ngọc Anh
3. Đặng Vương Bảo Nhi
4. Nguyễn Anh Dũng
5. Hồng Thị Khánh Vân
 OUTLINE

• I. DEFINITION AND OBJECTIVE (Presented by Ms. Hồng)

• II. CHARACTERISTICS (Presented by Ms. Ngọc Anh)

• III. TECHNIQUES (Presented by Ms. Nhi )

• IV. ADVANTAGES & DISAVANTAGES (Presented by Mr. Dung)

• V. CONCLUSION & APPLICATION (Presented by Ms. Vân)

 I. DEFINITION

1. What is the audio-lingual method (ALM) ?

• Mei (2018)
- Is an oral based approach to drills
students in the use of grammatical,
sentence patterns.
- Is a method for foreign
language teaching which focus
on the teaching of listening and
speaking through memorization
of the dialogues.
Presented by Ms. Hong
 I. OBJECTIVE

1. What is the objective of ALM ?

- Improve communicative competence.
- Be able to speak in acceptable pronunciation and correct
grammar.
- Use language automatically without stopping to think
(like a native speaker).

Presented by Ms. Hong

 II. Characteristics of ALM

• Beginning lessons with dialogues

• The limitation on grammatical and lexical explanations
• Learning language as a habit-formation process
• Focusing on pronunciation

Presented by Ms. Ngọc Anh

 II. Characteristics of ALM

• Using Audio-visual aids

• Positive reinforcement when students respond
correctly
• Teacher proficiency: only in structures and
vocabulary

Presented by Ms. Ngọc Anh

 III. TECHNIQUES OF THE AUDIO-
LINGUAL METHOD

1. Repetition drill
2. Substitution drill For more details:
3. Question-and-answer drill (definition)

4. Expansion drill
5. Clause combination drill
6. Background build-up drill
7. Chain drill
8. Completion
9. Use of minimal pairs
Presented by Ms. Nhi
 III. TECHNIQUES OF THE AUDIO-
LINGUAL METHOD

1. Repetition drill
2. Substitution drill
3. Question-and-answer drill
4. Expansion drill
5. Clause combination drill
6. Background build-up drill
7. Chain drill
8. Completion
9. Use of minimal pairs
Presented by Ms. Nhi
 Experienced techniques

Teacher Students

Repetition drill This is a book. This is a book.

S1: My name is John Smith.

Hello, what’s your name?
Chain drill Hello, what’s your name?
S2: My name is Mary Clinton.
Hello, what’s your name?
Are there any questions?
Question-and- No, there aren’t any.

answer drill Is there any milk?

No, there isn’t any.

I’ll go my way and you

Completion go_____
I’ll go my way and you go yours.

Use of minimal ship—sheep

The first word has /i/ sound and
pairs the second word has /i:/ sound
Presented by Ms. Nhi
 Inexperienced Techniques
Teacher Students
They drink wine.
Substitution drill → beer They drink beer.
→ coffee They drink coffee.
They go to the cinema.
They go to the cinema.
Expansion drill They go to the cinema on
On Sundays
Sundays.
Clause It may rain. He’ll stay at
If it may rain, he’ll stay at home.
combination drill home.
1. the flowers 1. the flowers
Background 2. watering the flowers 2. watering the flowers
build-up drill 3. is watering the flowers 3. is watering the flowers
Ian is watering the flowers. Ian is watering the flowers

Presented by Ms. Nhi

 IV. Strengths and Weaknesses

STRENGTHS
+Lesson in the classroom focus on the correct
imitation of the teacher by the students.
+All of the students are active in class.
+The speaking and listening skill are more
drilled, so the pronunciation skill and listening
skill are more controlled.
+Language skills are learned more effectively if
they are presented orally.

Presented by Mr. Dung

 IV. Strengths and Weaknesses

WEAKNESSES
• Students will not be able to form sentences
naturally.
• For the smart students this method is bored,
because the procedure of ALM method is
majority repeat the sentence.
• Ignore the mental process => student become
passive
• The meaning of words can be learned only in a
linguistic and cultural context.
Presented by Mr. Dung
 V. Obstacles when adapting Audiolingual Method
in Vietnamese Classroom Context

Packed classroom (30 - 45 students)

 Level
difference is inevitable
 Hard to apply the right technique to balance the 2 levels and their
needs

Limited time on English lessons per week (2 – 3 periods/week)

Content-heavy curriculum
When teaching new words and structures, there is little time to apply a
variety of techniques.
 Vocabulary and grammar only at cognizance level

Test questions focus less on Speaking skills

 Teachers often omit Communication Practice Sessions to focus on
important parts of the test.
 Lacks both grammatical and phonologic training in context
environment.
Presented by Ms. Van
 Efforts to overcome the obstacles

Role-play activities in textbook Speaking session in textbook

Learning language with native teacher Outdoor activities in language learning

Presented by Ms. Van

 V. CONCLUSION

Audio-lingual method is widely used around the world.

Some advantages are worth learning.

Some disadvantages should be carefully treated and avoided.

Presented by Ms. Van

 REFERENCES

• https://www.researchgate.net/publication/347185857_Mi
croteaching_Audio-lingual_Method
• http://ijeais.org/wp-content/uploads/2021/4/IJEAIS210463.p
df
• https://blog.tjtaylor.net/method-audio-lingual/
• https://blog.tjtaylor.net/method-audio-lingual/
• https://www.ijac.org.uk/images/frontImages/gallery/Vol.7No.
4/5.47-53.pdf