CENNET KARA
RAHİME BERBER
EMİNE ALPASLAN
EMEL DURU
AUDIO LINGUAL METHOD
 INTRODUCTION
 PRINCIPLES OF METHOD
 ROLES OF TEACHERS AND STUDENTS
 TECHNIQUES
 MATERIALS
 ACTIVITES
 ADVANTAGES AND DISADVANTAGES
 CONCLUSION
INTRODUCTION
Army
Key
Audio lingual METHOD
the outbreak of World War II
Charles Fries
The University of Michigan (in The United States)
B.F.Skinner (behavioural psychology)
Some characteristics of this
method:
 Drills are used to teach structural patterns
 Set phrases are memorised with a focus on
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
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intonation
Grammatical explanations are kept to a minimum
Vocabulary is taught in context
Audio-visual aids are used
Focus is on pronunciation
Correct responses are positively reinforced
immediatelly
OBJECTIVES
 Using the target language communicativelly and
automatically
 Overcome old habits of native language
 Learn the language by habit formation and
language habits
 Acquiring the structural patterns
PRINCIPLES
 Introducing language in a context
 Using the target language
 teacher is a model of the target language
 Habit formation
 No errors(correction immediately)
 Using for comminication
 Single/multiple slot substitution drills
 Positive reinforcement
 Cues
 Pattern practices
 Answering automatically
 Guiding
 Structural pattern
 No grammar rule
 No native language
 Speech
 Culture
TEACHER’S ROLE
 an orchestra leader(directing and controling)
 A good model for imitation
 central and active
STUDENT’S ROLE
 Imitators
 Reactive role
 Performing controlled tasks
 Responding correctly
TECHNIQUES
 Diolog memorization
 Backward build –up drill
 Repetition drill
 Chain drill
 Single-slot substitution drill
 Multiple-slot substitution drill
 Transformation drill
 question and answer drill
 Use of minimal pairs
 Complete the dialog
 Grammar game
MATERIALS
 Text-based materials
 Task-based materials
 Realia
 Tape recorders
 Audiovisual equipment
ACTIVITIES
 Repetition
 Inflection
 Replacement
 Restatement
 Completion
 Transposition
 Expansion
 Contraction
 Transformation
 Integration
 Rejoinder
 Restoration
ADVANTAGES
 devoloping listening and speaking skills
 Using the visual aids in vocabulary teaching
DISADVANTAGES
 Students were often found to be unable to transfer
skills acquired through Audiolingualism to real
communication outside the classroom, and many
found the experience of studying through
audiolingual procedures to be boring and
unsatisfying.
 never create anything new or spontaneous.
CONCLUSION
 An oral-based approach
 Aprocess of habit formation
 Avoid errors
 Structural patterns first; vocabulary afterwards
THANK YOU