Audio Lingual Method

Presented To:

Ms. S

aima

Umar

Presented By:

M Haseeb

M.A Eng 3rd

NUML

Presented To:

Ms. S

aima

Umar

Presented By:

M Haseeb

M.A Eng 3rd

NUML

Historical Background:• Audio Lingual Method (ALM) is

the method that was introduced in the United States in the 1940’s.• This method is accepted by the

people of other countries and was introduced in Indonesia in the 1960’s.

• Not a lot of Literature in audio

lingual method, and most of the

ideas in this section is adapted

from how to teach foreign

languages effectively.

Approach:

Definition:

• The method of teaching foreign language in terms of speaking and listening.• It is similar to direct method &

also known as AURALORAL APPROACH.

In Practice:• It focuses on correct imitation of

teacher by the students.• To get correct output, one

needs(either teacher or students) correct pronunciation.• Target language, the only language

to be used in the classroom.

Fall From Popularity:

• In 1950’s theoretical Support of ALM were questioned by Noams Chomsky. • Losing its popularity because many

linguistics believe it is marked of scientific techniques.

Key Features:

• It is need based method.• Situation based grammar &

vocabulary is stressed.• Little or no grammar is explained in

specific situation.

• Use of audio visual aids is present.• Great importance is laid on

pronunciation.

Strategies using ALM:

• Dialogue Memorization:–Short conversation between two

or more people.–Students memorize when dialogue

plays.

Backward Build up (expansion) drill:

• Introduced by Larsen Freeman in 1986.• Main purpose divide into small

junks.• Line breakup into several parts.• Easily understandable.

Transformation Drill:

• Change the form method.• Active Passive• Direct Indirect

Chain drill:

• It only talks about one topic.• It remains around only one

thing.

Single Slot Substitution Drill:

• Fill in the blanks method in single sentences.• Students have to substitute the

clue given by teacher.

Multiple Slot substitute drill:

•Same as single slot drill.•More than one slots or blank places.

Question & Answer drill:

• Question answer base.• Teacher asks a question & students

have to answer very quickly in target language.• Students are able to use the target

language.

Use of minimal pairs:

• Pair of words.• Teacher should stress on those

words having same pronunciation or same spelling.

Situation in Pakistan:

• This method is applying in some institutes in Pakistan. Some institutes having high standard syllabus using this method to memorize their students lessons at it initial stages.

• Some institutes which are helping their students to improve their speaking skills in English Language are also using this method.• “A good listener is a good

speaker”

Advantages:• Speaking & listening skills are

improved.• It follows modern trends regarding

L2 learning.• ALM falls in the category of ESP

(English For Specific People) which is a key issue at present in language.

Disadvantages:

• Reading & writing skills are completely ignored.• Language is taught without rules but

mastering language is rule based.• It works in one context not I all

contexts.

Summary:• Background: Method that was

introduced in the United States in the 1940’s. Method is accepted by the people of other countries and was introduced in Indonesia in the 1960’s.

• Definition: The method of teaching foreign language in terms of speaking and listening.

• Fall From Popularity: In 1950’s theoretical Support of ALM were questioned by Noams Chomsky.

• Key Features:–It is need based method.–Little or no grammar is explained in

specific situation.–Great importance is laid on

pronunciation.

• Strategies using ALM:–Dialogue Memorization.–Backward build up drill.–Transformation drill.–Chain drill.–Single Slot situation.–Question & Answer drill.–Use of minimal pairs.

• Advantages: Speaking & listening skills are improved. It follows modern trends regarding L2 learning.

• Disadvantages: Reading & writing skills are completely ignored. It works in one context not I all contexts.

Conclusion:

• Keeping in mind the above discussion regarding the importance and drawbacks of ALM. We can safely say that no method of teaching a target language is absolute rather contextual. A teacher can easily maximum advantages from handling ALM.

THANK YOU