This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach
- Jill Kerper Mora from San Diego University
3. This method is based on the principles
of behavior psychology. It adapted
many of the principles and procedures
of the Direct Method, in part as a
reaction to the lack of speaking skills of
the Reading Approach
- Jill Kerper Mora from San Diego University
4. The Audiolingual Method is the method which focuses in
repetition some words to memorize.
Use drills and pattern
practice in teaching
language.
5. PURPOSE OF THE AUDIOLINGUAL
METHOD
1. Learners can understand a foreign language while speaking
and respond with the things that happen around the
conversation.
2. Learners are able to speak a foreign language in correct
pronunciation and proper grammar.
3. Learners have no difficulty in understanding printed
materials.
4. Learners are able to write with good standards.
6. CHARACTERISTICS OF AUDIOLINGUAL
METHODS
1. The purpose of teaching is the mastery of four language skills in
a balanced way.
2. The order of presentation is listening and speaking and then
reading and writing.
3. The foreign language sentence model is given in the form of a
conversation to be memorized.
4. The mastery of sentence patterns is done with pattern-pratctice
exercises. Exercise / drill follows sequence: stimulus> response>
reinforcement.
7. CHARACTERISTICS OF AUDIOLINGUAL
METHODS
5. Vocabulary is strictly limited or expressed, not as stand-alone
independent words.
6. System teaching sound systematically (structured) in order to be
used / practiced by the learner, by demonstration technique,
imitation, comparison, contrast, and others.
7. The writing lesson is a representation of the speaking lesson, in
the sense that the writing lesson consists of kaimat and
vocabulary patterns that have been studied orally
8. CHARACTERISTICS OF AUDIOLINGUAL
METHODS
8. Translation is avoided. Use of the mother tongue if it is necessary
for explanation, limited.
9. Grammar (in the sense of science) is not taught in the early
stages.
10. Material selection is emphasized on units and patterns that
indicate structural differences between the foreign language
taught and the mother tongue of the student.
9. CHARACTERISTICS OF AUDIOLINGUAL
METHODS
11. Possible occurrences of student error in responding should be
avoided.
12. Teachers become centers in class activities, students follow
(respond) what teachers instruct (stimulus).
13. The use of recording materials, language laboratories, and
visual aids is particularly important.
11. Dialog Memorization
Backward Bulld – up (Expansion) Drill
Repetition Drill
Chain Drill
Single Slot Subtitution
Multiple Slot Subtitution
Transformational Drill
Question and Answer Drill
Use Minimal Pairs
Complete the Dialog
Grammar Game
12. Dialog Memorization
In this technique students memorize a short dialogue or
conversation between two people at the beginning of the
lesson.
In practice, students act as one person in the dialogue, while
the teacher as a partner. After students learn a conversation
or dialogue from one character, teachers and students switch
roles. Then the students memorize a new dialogue.
13. Backward Bulld – up (Expansion) Drill
Drill is used when students have difficulty memorizing long
dialogs.
Example:
Teacher : It is a beautiful scenery
Teacher : It is a beautiful ………
Student : It is a beautiful scenery
14. Repetition Drill
Students are required to simulate the teacher as accurately
and quickly as possible.
Example:
Teacher : I want to go to the post office
Student : I want to go to the post office
15. Chain Drill
Drill is done by asking students to sit
in a circle, then one by one the
students ask and answer questions.
The teacher starts the drill by
greeting or asking one of the
students. Then the student answered
the question, then he asked the friend
next to him. Students who were asked
then answered and asked again to a
friend next to him, etc.
16. Single Slot Subtitution
Teacher states a line from the dialog, then uses a word or a
phrase as a “cue” that students, when repeating the line must
subtitute into the sentence in the correct place
Example:
Teacher : I’m going to the bank
Teacher : The bank (cue)
Student : I’m going to the bank
17. Multiple Slot Subtitution
Same as the single slot drill, except that there are multiple cues
to be subtituted into the line.
Example:
Teacher : She (cue)
Student : She is going to the post office
Teacher : to the park (cue)
Student : She is going to the park
18. Transformational Drill
Teacher provides a sentence that must be turned into something
else, for example a question to be turned into a statement, an
active sentence to be turned into a negative statement, etc.
Example: (positive into negative)
Teacher : I clean the house
Student : I don’t clean the house
Teacher : She sings a song
Student : She doesn’t sings a song
19. Question and Answer Drill
Student should answer the teacher’s question very quickly. It’s also
possible for the teacher to let the students practice to ask question
as well.
Example:
Teacher : Does he go to school? Yes?
Student : Yes, he does
Teacher : No?
Student : No, he doesn’t
20. Use Minimal Pairs
The teacher works with pairs of word which differ in only one
sound.
For example: ship/ sheep
Students are first asked to perceive the difference between the
two words and later to be ables to say the two words. The teacher
select the sound to work on after she has done a contrastive
analysis, a comparison between the students native language and
the language they are studying
21. Complete The Dialog
Some words in a dialog are deleted, then the student is asked to
complete the dialog.
For example:
Teacher : I bring my book and you bring .....
Student : I bring my book and you bring your book
22. Grammar Game
This game is similar to the alphabet supermarket game, designed
to train grammar students in a context. That way the student can
express himself, albeit in a limited portion.
23. ADVANTAGES OF AUDIOLINGUAL
METHOD
1. Applicable to low grade or high grade
2. Gives a lot of practice and practice in aspects of student
listening and speaking skills.
3. Suitable for students' linguistic level.
4. Audiolingual is probably the first language teaching theory to
openly claim to be formed from a combination of linguistics
and psychology.
24. ADVANTAGES OF AUDIOLINGUAL
METHOD
5. Audiolingual methods try to make language learning more
accessible to students in large numbers (large classes).
6. Positively the drill can assist the student in developing his oral
ability.
7. Develops 4 language skills
25. WEAKNESS OF AUDIOLANGUAL METHOD
1. Repetition is often boring
2. Teachers will complain that much time is needed (long) and
the students will complain (bored)
3. Skills acquired by sedentary students
26. THE APPLICATION OF AUDIOLINGUAL
METHOD
1. Presentation of short text or dialogue text recited by
teacher repeatedly and student listening without seeing
text read.
2. Imitation and memorize the text simultaneously and the
students memorize it.
27. THE APPLICATION OF AUDIOLINGUAL
METHOD
3. Presentation of sentences trained with repetition.
4. Dramatize dialogue or text that is then trained students
demonstrate in front of the class.
5. Formation of other sentences in accordance with the
trained
