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    C. Audiolingualism

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    Analyn Bintoso Daban
    The Audio-lingual Method (ALM) is an oral-aural language teaching approach that uses dialogs and drills. It was developed during World War II to teach soldiers languages. ALM is based on behaviorist views that language is a set of habits acquired through repetition. It uses techniques like repetition, substitution, and chain drills that emphasize pronunciation through mimicry without grammatical explanation. However, ALM was criticized for not developing real communication skills and for relying too heavily on drills at the expense of meaningful engagement.

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    C. Audiolingualism

    Uploaded by

    Analyn Bintoso Daban
    92 views22 pages
    The Audio-lingual Method (ALM) is an oral-aural language teaching approach that uses dialogs and drills. It was developed during World War II to teach soldiers languages. ALM is based on behaviorist views that language is a set of habits acquired through repetition. It uses techniques like repetition, substitution, and chain drills that emphasize pronunciation through mimicry without grammatical explanation. However, ALM was criticized for not developing real communication skills and for relying too heavily on drills at the expense of meaningful engagement.

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    The Audio-lingual Method (ALM) is an oral-aural language teaching approach that uses dialogs and drills. It was developed during World War II to teach soldiers languages. ALM is based on behaviorist views that language is a set of habits acquired through repetition. It uses techniques like repetition, substitution, and chain drills that emphasize pronunciation through mimicry without grammatical explanation. However, ALM was criticized for not developing real communication skills and for relying too heavily on drills at the expense of meaningful engagement.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    92 views22 pages

    C. Audiolingualism

    Uploaded by

    Analyn Bintoso Daban
    The Audio-lingual Method (ALM) is an oral-aural language teaching approach that uses dialogs and drills. It was developed during World War II to teach soldiers languages. ALM is based on behaviorist views that language is a set of habits acquired through repetition. It uses techniques like repetition, substitution, and chain drills that emphasize pronunciation through mimicry without grammatical explanation. However, ALM was criticized for not developing real communication skills and for relying too heavily on drills at the expense of meaningful engagement.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 22

    AUDIO-LINGUALISM

    The ALM is an aural-oral approach


    to language teaching (Larsen-Freeman, 2000).
    It refers to the method that mainly
    uses dialogs and drills to master the
    target language.

    WHAT IS ALM?
    WHAT IS ALM?
    The Audio-lingual Method is also known as

    THE ARMY METHOD


    Background of ALM
    Army Specialized Training
    Program
    - a set of language courses
    focused on the aural-oral
    skills of the military

    Outbreak of The US funded Audiolingualism


    World War II the ASTP. was born.
    Theoretical
    Foundations
    Structuralist View of Language
    - It focuses on the form of language.

    ALM

    Behavioral Psychology of Learning


    - It is grounded on the idea that acquiring
    a language is a process of habit-formation.
    Characteristics of ALM
    New material is presented in There is little or no grammatical
    1 dialog form. 5 explanation.

    There is dependence on mimicry, Vocabulary is strictly limited and


    2 and memorization of set phrases. 6 learned in the context.

    Structures are sequenced and There is much use of tapes,


    3 taught one at a time. 7 language labs, and visual aids.

    Structural patterns are taught Great importance is attached to


    4 using repetitive drills. 8 pronunciation.
    Characteristics of ALM
    Very little use of L1 by teachers
    9 is permitted.

    Successful responses are


    10 immediately reinforced.

    Error-free utterances from students


    11 are set as the goal.

    There is a tendency to manipulate


    12 language and disregard content.
    Lesson Outline for ALM
    Step 5: Further drills for
    different skills
    Step 4: Adapt the dialog to
    students’ context
    Step 3: Memorize to the dialog
    through drills
    Step 2: Repeat to the dialog

    Step 1: Listen to the dialog (Richards and Rodgers, 2007)


    The
    Audio-
    lingual
    Method

    in Language Teaching Methods:


    Audio-lingual Method
    For the complete video, visit this link:
    https://www.youtube.com/watch?v=Pz0TPDUz3FU&t=443s
    The Techniques for ALM

    Substitution Inflection
    Backward
    Repetition or or Chain Drill
    Build Up
    Replacement Transformation
    Repetition Students repeat teacher’s model as quickly and
    accurately as possible.

    Good morning, Good morning,


    everyone! everyone!
    Substitution Students repeat the line from the dialog
    which the teacher has made substitution.
    Substitute a new
    Bill: I’m going to the market. word

    Post office. I’m going to the post office. I’m going to the post office.
    Substitution Students repeat the line from the dialog
    which the teacher has made substitution.

    Bill: I’m going to Substitute


    theword a new
    market.

    I’m going to the library.


    Substitution Students repeat the line from the dialog
    which the teacher has made substitution.
    Substitute a new
    word

    Bill: I’m going to the market.


    I’m going to the park.
    Teacher provides a sentence that must be turned
    Inflection into a different form.

    Tense

    I am reading a book.

    I was reading a book.


    Inflection Teacher provides a sentence that must be turned
    into a different form.

    Interrogative

    I am reading a book.

    Is he reading a book?
    Inflection Teacher provides a sentence that must be
    turned into a different form.

    Negative

    I am reading a book.

    I am not reading a book.


    Backward Build Up
    Teacher breaks a line into several parts. Students repeat each part starting at the end
    of the sentence and backwards.

    T: “basketball”
    C: “basketball”
    T: “boxing and basketball”
    C: “boxing and basketball”
    T: “I am interested in boxing and basketball.”
    C: “I am interested in boxing and basketball.”
    Chain Drill
    Students ask and answer each other one-by-one
    in a circular chain around the classroom.

    T: What is your favorite food?


    S1: My favorite food is spaghetti. How about you?
    S2: My favorite food is burger. How about you?
    S3: My favorite food is pizza. How about you?
    S4: My favorite food is steak. How about you?
    -
    -
    -
    -
    -
    Many linguists criticized ALM claiming that
    the theoretical foundation of this method
    is weak, and students were found to be
    unable to use skills learned in the
    classroom in real communication
    (Richards & Rodgers, 1987).

    Decline of the ALM


    - Not developing language competence
    - May cause boredom by endless pattern drills
    - Learners having little control over their thinking
    - Teacher-oriented materials

    Other Criticisms of ALM

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