PROFESSIONAL TRAINING FOR

ENGLISH LANGUAGE
TEACHERS
MODULE 1
1.1 INTRODUCTION TO ENGLISH
LANGUAGE TEACHING
1.1.3 The Audiolingual Method
AIM
At the end of the session the participants will have knowledge regarding the history of English Language
Teaching through analysis of the Audiolingual Method and its main components in order to create some
reflections on their own teaching practice.

INTRODUCTION
The Audiolingual Method (ALM) gained attention in the 1950s, largely in the USA where it was rooted in the
military's need during World War II to train large volumes of personnel in disparate languages. Although it
claimed to have turned language teaching from an art to a
science, it shared several aspects with the Direct Method. Both
were a reaction to the perceived failures of the Grammar-
Translation Method. Both ban the use of mother tongue, and
both prioritize listening and speaking skills over reading and
writing. ALM is nevertheless different in several ways. It drew on
early-20th century beliefs of 1) behaviorism that anything could
be learned through conditioning; and 2) structuralism and
structural linguistics that emphasized grammatical structure. In Esta foto está bajo licencia CC BY-SA

ALM, grammar is prioritized over vocabulary, and accuracy over fluency, giving learners few opportunities to
produce errors which are seen as potentially "contagious". Ultimately, according to its creators with ALM the
learner will speak "automatically".

EXPLANATION
The Audio-Lingual method, which was proposed by American linguists in 1950s, was developed from the
principle that “a language is first of all a system of sounds for social communication; writing is a secondary
derivative system for the recording of spoken language” (Carroll, p.1963). Thus, the purpose of the Audio-Lingual
method is to use the target language communicatively. According to this method, speech is given priority in
foreign language teaching. The AudioLingual method teaches language through dialogues that focus on habit
formation of students. Larsen-Freeman states that students will achieve communicative competence by forming
new habits in the target language and overcoming the old habits of their native language (2000, p.45). The
Audio-Lingual method considered language simply as form of
behavior to be learned through the formation of correct
speech habits (Thornbury 2000, p.21). in other words, the goal
of this method is to form native language habits in learners
(Dendrinos, 1992). Similarly, Richards and Rodgers stress that
foreign language learning is basically a process of mechanical
habit formation, and good habits are formed by giving correct
Esta foto está bajo licencia CC BY-ND responses rather than by making mistakes (2001, p.57).
Dialogues and pattern drills that students need to repeat, are often used to form habits. Hence, as Larsen-
Freeman (2000) says the more often something is repeated, the stronger the habit and the greater the learning.
The Audio-Lingual method mainly consists of the following features:

✓ The teacher reads a dialogue by modeling it. It has been always motivating to put the subject matter in
context, and students stand a better chance of retaining what they have learnt. Students learn the target
language within a concrete context that will enable them to relate what they learn to real-life learning
environments. Teachers as a role model will encourage and inspire the students to strive for learning
the target language.
✓ Students repeat the dialogue. Through repetition students can use the target language automatically,
and fluently as well. In this method it is desirable that students form a habit formation to use the target
language with ease, therefore, the more they repeat, the easier they will speak the target language
without thinking.
✓ Some words or phrases are changed in the dialogue. Drills used in this method will allow the students
to have practice. Through drills such as single-slot substitution, multiple slot substation, and
transformation students are given the opportunity to produce speech in the target language,
furthermore, these patterns will let them see how language functions. Students learn how to respond
correctly when they practice the drills.

The Audio-Lingual Method and Speech Development

The Audio-Lingual method focuses on oral skills. It aims to improve students’ speaking achievement. Language
items are presented to students in spoken form without reference to the mother tongue so that they can learn
language skills effectively. The goal of the AudioLingual method is, via teaching vocabulary and grammatical
patterns through dialogues, to enable students to respond quickly and accurately in spoken language. The
dialogues are learnt through repetition and such drills as
repetition, backward build-up, chain, substitution,
transformation, and question-and-answer are conducted
based upon the patterns in the dialogue (Larsen-
Freeman, 2000, p.45). Tim Bowen explains the
contributions of this method to language learning as:
“Most teachers will at some point require learners to
repeat examples of grammatical structures in context
with number of aims in mind: stress, rhythm, intonation,
Esta foto está bajo licencia CC BY-NC-ND
‘consolidating the structure’, enabling learners to use the
structure accurately through repetition, etc. Question and answer in open class or closed pairs to practice a
particular form can also be argued to have its basis in the audio-lingual approach, as can, without doubt, any
kind of drill.” Nunan is of the opinion that Audio-Lingual method “has probably had a greater impact on second
and foreign language teaching than any other method. It was, in fact, the first approach which could be said to
have developed a ‘technology’ of teaching and based on ‘scientific’ principles” (2000, p.229).

Features of an Audiolingual Method lesson

✓ Target language/some mother tongue
✓ Teacher-centred
✓ Mechanical habit-formation activities with little
opportunity for ("bad habit"-causing) mistakes
✓ Immediate reinforcement of correct responses
✓ Presentation of new structural patterns and
vocabulary through oral repetition and memorization of
scripted dialogues
✓ Oral pattern-drills of key structures from dialogues
(repetition drills, chain drills, substitution drills...)
✓ Inductive learning of grammar rules based on
Esta foto está bajo licencia CC BY-SA-NC
dialogues (i.e. no explicit grammar teaching)
✓ Use of tapes, visual aids and ultimately language labs
✓ Reading and written work based on earlier oral work, sometimes given as homework

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.
TO LEARN MORE
Here are some illustrating videos in regard to the Audiolingual Method:

1. Language Teaching Methods explores various methodologies of English language teaching. This was a
joint project by Diane Larsen-Freeman and the U.S. Information Agency and was produced in 1990. This
video demonstrates the Audio-Lingual Method with Michael Jerald:
American English (2013, enero 25). Language Teaching Methods: Audio-Lingual Method [Archivo de
vídeo]. YouTube. Recuperado de: https://www.youtube.com/watch?v=Pz0TPDUz3FU

2. Here is a Teacher in Training made video using the ALM:

Nurul Khasanah (2019, abril 16). Audio-Lingual Method Teaching Practice [Archivo de vídeo]. YouTube.
Recuperado de: https://youtu.be/Mqd7OdJoLn0

Esta foto está bajo licencia CC BY-SA-NC

LEARNING ACTIVITY
Instructions
By using the information in the following link: http://webhome.auburn.edu/~nunnath/engl6240/alm.html
create a small Lesson Plan where the main focus is the use of the Audiolingual Method. Upload it on a PDF file
to the platform assignment.

Evaluation Criteria for the lesson plan will include Structure, Content, Coherence, Spelling, Grammar and
Writing.

Esta foto está bajo licencia CC BY-NC

BIBLIOGRAPHY
Carroll, J. (1963). “Research on Teaching Foreign Languages”. In N. Gage (ed.), Handbook of Research on
Language Teaching. (Chicago: RandMcNally). Pp. 1060-1100.

Dendrinos, B. (1992). The EFL textbook and ideology. Athens: Grivas.

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.

Nunan, D. (2000). Language Teaching Methodology. A textbook for teachers. London: Pearson Education.

Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge
University Press.

Thornbury, S. (2000). How to teach grammar. Harlow: Longman