The Audiolingual Method emerged as a solution to the inefficiencies of the grammar-translation method, particularly during World War II when rapid language acquisition was essential.
The Audio-Lingual method of teaching English as a second language had its origins during World War II when it became known as the Army method. It was developed as a reaction to the grammar-translation method of teaching foreign languages. Grammar-translation had been used to teach for thousands of years, but the method was perceived as taking too long for learners to be able to speak in the target language. The Audio-Lingual method set out to achieve quick communicative competence through innovative methods. From about 1947-1967 the Audio-Lingual approach was the dominant foreign language teaching method in the United States. The Audio-Lingual method is based on the theory that language learning is a question of habit formation. It has its origins in Skinner’s principles of behavior theory. Since learning is thought to be a question of habit formation, errors are considered to be bad and to be avoided. Further, teachers “reward” students by saying “Good!” and praising the class when they perform well.
GOALS
Listening comprehension
Using target language communicatively
Accurate pronunciation
TECHNIQUES
Complete the Dialog
Use of Minimal Pairs
Drills
Question-answer
Multiple-slot Substitution
Transformation Drill
Single-slot Substitution
Chain
Repetition
Backward Build-up
Dialog Memorization
ROLES
TEACHER'S ROLE
Teacher uses different ways to keep the interest of ss.
Teacher is a model for students.
Teacher directs and controlls the class.
Teacher is active, the center of class.
STUDENT'S ROLE
They respond as accuretly and rapidly as possible.
They follow teacher's directions.
Students are the imitators of teacher.
DISADVANTAGES
As speaking is the most important thing, reading and writing are ignored.
As ss imitate teachers, they don't think about what they are learning.
