Audio-Lingual Method

Question 1

Audio-Lingual Method (background)

Answer 1

The audio-lingual method (ALM) was developed during World War II in reaction to approaches that did not adequately develop speaking skills. ALM was strongly influenced by ideas from behavioral psychology that led to the belief that language was a system of habits that could be taught by reinforcing correct responses and punishing incorrect responses. In an ALM lesson, students are asked to repeat correctly the word or phrase that the teacher has said. Students are praised for correctly mimicking the teacher or are asked to repeat the phrase until it is correct. Although aspects of this method, such as drills in the beginning stages of language learning, continue to be used, most language educators now realize that language is more complex than mere mimicking.

Question 2

Audio-Lingual Method (Strategy)

Answer 2

1. The teacher orally presents a phrase to the students.
2. Students are then asked to repeat the phrase quickly.
3. If a student pronounces the phrase correctly and grammatically, the student is praised. Students who do not say it correctly are asked to repeat until they can say it correctly.
4. The teacher modifies the phrase by changing a word in the phrase.
5. Students continue with drills in which they try to say the phrase quickly and accurately with various modifications.

Question 3

Audio-Lingual Method (Strengths)

Answer 3

• Controlled drills may encourage shy students to speak.
• Because ALM lessons and drills tend to go very quickly, they may help create a sense of fluency for some students.

Question 4

Audio-Lingual Method
(Weaknesses)

Answer 4

• Students who need the written word to reinforce their speaking and listening may find “pure” ALM very confusing.
• ALM frequently uses nonauthentic language.
• Some students may be unable to make the transition from controlled drills to more open-ended and creative language use.

Question 5

Audio-Lingual Method
(Modifications)

Answer 5

Although “pure” ALM insists on students learning listening and speaking before being exposed to the written word, in many cases, teachers may modify the method by writing information on the board or giving students the dialogues in written form.