Language Teaching Methods –
Audiolingual Method
Lakshi Nanayakkara
Historical Background
The Audio-Lingual method of
teaching English language as a
second or target language had
begun its journey during World
War II, flourishing as the Army
method. It is also widely known
as ALM.
The Audio-lingual Method
strongly dominated the field of
education in the 1950s and
1960s.
Introduction
• Arguing with the idea of the grammar translation method, which emphasized
on reading and writing skill to teach foreign language, ALM (Audio Lingual
Method) had preferred to emphasize on listening and speaking, the first two
natural or spontaneous way of language learning, cherishing the believe that if
a person can be a better speaker and listener first, he/she will be able to make
himself/herself a better reader and writer constantly.
• The correct use of a trait would receive positive feedback while incorrect
use of that trait would receive negative feedback.
The background and
progress of Audio-lingual
Method
• Audio-lingual method was the outcome of the
involvement of three very important historical
circumstances.
• The first step or historical circumstances regarding ALM
was Leonard Bloomfield’s technique of memorization
and repetition in the simple pattern focused foreign
language. As there was a lacking of trained native
teachers in America, who would guide learners and
provide theoretical description, the linguists had to do it
for themselves through observing the ideas required to
document all the indigenous language spoken in
America and fortunately it was Leonard Bloomfield, who
had taken the first step to make the job done.
• The second circumstance took place
during the outbreak of World War II.
• World War II suddenly necessitated the
United States to produce a band of orally
proficient speakers of different foreign
languages.
• The US government then commissioned
the American universities to develop a
special language course for the army
officials that would focus on aural or oral
skills. This project was established in
1942 and labelled as the Army
Specialized Training Programme (ASTP).
• Due to its association with the army, the
method, later on, came to be known as
the Army Method.
• The third factor was B.F. Skinner’s behaviorism theory
where he had introduced the imitation, repetition and
positive or negative reinforcement in terms of learning
language.
• The planners modelled their method based on the
Army Specialized Training Programme (ASTP), the
Structural Linguistics and the Behaviorist Theory. This
combination of the trio of approaches led to the
development of the Audio-lingual Method, which was
widely adopted for teaching foreign languages in North
American colleges and universities.
Main Objective
• The teaching of the oral skills with accurate pronunciation, grammar and the
ability to respond quickly and accurately is the main objective of audiolingual
method. Reading and writing skills may be taught but they are dependent on
the oral skills (Richard and Rodgers, 1986).
Characteristics
1. Drills are used to teach structural patterns.
2. Set phrases are memorized with a focus on intonation.
3. Grammatical explanations are kept to a minimum.
4. Vocabulary is taught in context.
5. Audio-visual aids are used.
6. Focus is on pronunciation.
Activity 1 (Individual)
• In today's class, we have explored the key features, objectives, and techniques
of the Audio-lingual method. Now, critically analyze the strengths and
weaknesses of ALM as a language teaching approach. Consider its
effectiveness in achieving language learning goals, its impact on students'
language proficiency, and any potential drawbacks or limitations.
Activity 2(Group work)
• Develop a detailed lesson plan employing the Audio-Lingual Method to teach a specific
language skill (e.g., speaking, listening, or pronunciation) to an intermediate-level English
as a Second Language (ESL) class.