AUDIO LINGUAL METHOD

AUDIO LINGUAL METHODINTRODUCTION The Audio-lingual Method is

a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.

the audio-lingual method advised that students should be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method did not focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.

For the same reason, a strong focus on oral language was developed. At the same time, behaviorist, psychologists such as B.F. Skinner were forming the belief that all behavior (including language) was learnt through repetition

THE BACKGROUNDThe birth of the Audio-lingual method was the outbreak of World War II, which created the need to post large number of American servicemen all over the world. It was therefore necessary to provide these soldiers with at least basic verbal communication skills. Unsurprisingly, the new method relied on the prevailing scientific methods of the time, observation and repetition, which were also admirably suited to teaching en masse.

The principles of this method 1.Instructions are given in the target language.

2.Language forms occur within a context. 3.Students’ native language interferes as little as possible with the students’ attempts to acquire the target language

4.Teaching is directed to provide students with a native-speaker-like model 5)Errors are carefully avoided because they lead to the formation of bad habits.

6)Positive reinforcement helps the student to develop correct habits.

The principles of AUDIO LINGUAL METHOD

1.Instructions are given in the target language.2.Language forms occur within a context.3.Students’ native language interferes as little

as possible with the students’ attempts to acquire the target language

4.Teaching is directed to provide students with a native-speaker-like model

5.Positive reinforcement helps the student to develop correct habits.

The principle of ALM 7. The teacher is regarded as an orchestra

leader- conducting, guiding and controlling the students’ behavior in the target language.

8.Learning a foreign language is treated on par with the native language learning.

9. Students are taken to be the imitators of the teacher’s model or the tapes.

10.The dialogue is the chief means of presenting vocabulary, structures and it is learned through repetition and imitation.

The principles of AUDIO LINGUAL METHOD11.Memorization and pattern drills are the

practice techniques that are emphasized.12.Listening and speaking are given priority

in language teaching, and they precede reading and writing.

13.Correct pronunciation, stress, rhythm

CharacteristicsThe basic distinctive features of the Audio-lingual Method are as follows:

ApproachThe theoretical bases

behind the Audio-lingual Method are as follows:

Theory of language:The theory of language underlying the Audio-lingual Method is Structuralism. According to the structural view, language has the following characteristics:

Speech is more basic to language than the written form.

Language structure and form are more significant than meaning.

Elements in a language are produced in a rule-governed (structural) way.

Language samples could be exhaustively described at any structural level of description.

Language is structural like a pyramid, that is, linguistic level is system within system.

Languages are different, since every language has its own unique system.

the objectives of ALM

1.To enable the students to learn how to use English in everyday oral communication.2.To encourage the students to produce utterances with accurate pronunciation and grammar.3.To grow the students’ ability to respond quickly and accurately in speech situations like the native speakers.

How does the teacher respond to student errors?Student errors are to be avoided if at all

possible through the teachers awareness of where the students will have difficulty and restriction of what they are taught to say.

The techniques1.DIALOG MEMORIZATION ((menghapal percakapan)Dialogs or short conversations between two people are often used tobegin a new lesson. Students memorize the dialog through mimicry; students usually take the role of one person in the dialog, and the teacher the other. After the students have learned the one person's lines, they switch roles and memorize the other person's part.Another way of practicing the two roles is for half of the class to take one role and the other half to take the other. After the dialog has been memorized, pairs of individual students might perform the dialog for the rest of the class.In the Audio-Lingual Method, certain sentence patterns and grammar points are included within the dialog. These patterns and points are later practiced in drills based on the lines of the dialog.

Backward build-up (expansion) dril(membagi dialog menjadi beberapa bagian)

This drill is used when a long line of a dialog is giving students trouble. The teacher breaks down the line into several parts. The students repeat apart of the sentence, usually the last phrase of the line. Then, following the teacher's cue, the students expand what they are repeating part by part untilthey are able to repeat the entire line. The teacher begins wit h the part at the end of the sentence (and works backward from there) to keep the intonation of the line as natural as possible. Thi s also direc ts more student attention to the end of the sentence, where new information typically occurs.

Repetition drill(meniru/mengulang)Student s are asked to repeat the teacher's model as accurately and as quickly as possible. This drill is often used to teach the lines of the dialog. The Purpose of this drill is to enable the learners to internalize the structure or grammatical categories introduced in the lesson.Teacher: The cat is under the table.Students: The cat is under the table.

Chain dril (rantai latihan bergiliran)

A chain drill gets its name from the chain of conversation that forms around the room as students, one-by-one, ask and answer questions of each other. The teacher begins the chain by greeting a particular student,or asking him a question. That student responds, then turns to the student sitting next to him. The first student greets or asks a question of the second student and the chain continues. A chain drill allows some contro ledcommunication, even though it is limited. A chain drill also gives the teacher an opportunity to check each student's speech.Student 1: Where is the cat?Student 2: The cat is under the table.Student 2: Where is the cat?Student 3: The cat is under the table.

Single-slot substitution drill(memasukkan kata yg disebutkan guru)

The teacher says aline, usually from the dialog. Next, the teacher says a word or a phrase--called the cue. The students repeat the line the teacher has given them, substituting the cue into the line in its proper place. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.

Teacher: The cat is under the table.Students: The cat is under the table.Teacher: chairStudents: The cat is under the chair.Teacher: dogStudents: The dog is under the chair.

Multiple-slot substitution drill(lebih luas dari metode single slot subtitution drill)

This drill is similar to the single-slot substitution drill. The difference is that the teacher gives cue phrases, one at a time, that fit into different slots in the dialog line. The students must recognize what part of speech each cue is, or at least , where it fits into the sentence, and make any other changes, such as subject-verb ag reement. They then say the line, fitting the cue phrase into the line where it belongs.

Teacher: The cat is under the table.Students: The cat is under the table.Teacher: dog chairStudents: The dog is under the chair.Teacher: chimpanzee sofaStudents: The chimpanzee is under the sofa.

Transformation drill (merubah kalimat yg diucapkan guru)The teacher gives students a certain kind of sente nce pattern, an affirmative sentence for example. Students are asked to transform this sentenceinto negative sentence. Other examples of transforma tions to ask of students are changing a statement into a question, an active sentence into a passive one, or direct speech into reported speech.

Question-and -answer drill (menjawab pertanyaan)

This drill gives students practice with answering questions. The students should answer the teacher's questions very quickly. It is also possible for the teacher to cue the students to ask questions as well.This gives students practice with the question pattern.

Use of minimal pairs(membedakan dua kata yg berbeda)The teacher works with pairs of words which differ in only one sound; forexample, 's hip/sheep.' Students are first asked to perceive the difference between the two words and later to be able to say the two words. The teacher selects the sounds to work on aft er she has done a contrastive analysis, a comparison between the students' native language and the language they are studying.

Complete the dialog(melengkapi dialog)

Selected words are erased (from a dialog students have learned). Students

complete the dialog by filling the blanks with the missing words.Teacher: I ____ never seen such a ____ scenery before.Students: I have never seen such a beautiful scenery

before.

Teacher: The cat is...Students: under the table.ORvery tired.ORthinking about lunch.

Grammar gameGames like the supermarket alpha bet game described in this chapter are used in the Audio-Lingual Method. The games are designed to get students to practice a grammar point within a contex t. Students are able to express themselves, although it is rather limited in this game. Notice thereis also a lot of repetition in this game.

WHAT IS THE ROLE OF TEACHER ?

The teacher is like an orchestra leader, directing and controlling the language behavior of his/her students. He/She also is responsible for providing his/her students with a good model for imitation.

WHAT IS THE ROLE OF STUDENT ?

Students are imitators of the teacher's model or the tapes she supplies of model speakers. They follow the teacher's directions and respond as accurately and as rapidly as possible.

Think about the experienceObservations Principles

1. The language teacher uses only the target language in the classroom. Actions, pictures, or regalia are used to give meaning otherwise.

The native language and the target language have separate linguistic systems. They should be kept apart so that the students’ native language interferes as little as possible with the students’ attempts to acquire the target language

Think about the experienceObservations Principles

2.The language teacher introduces the drills by modeling the correct answers; at other times, she corrects mispronunciation by modeling the proper sounds in the target language.

2.One of the language teacher’s major roles is that of a model of the target language. Teachers should provide students with a good model. By listening to how it is supposed to sound, students should be able to mimic the model.

Observations Principles

3.The students repeat each line of the new dialog several times

3.Language learning is a process of habit formation. The more often something is repeated, the stronger the habit and the greater the learning.

OBSERVATION PRINCIPLES4.The students stumble over one of lines of the dialog. The teacher uses a backward buildup drill with this line.

It is important to prevent learners from making errors. Errors lead to the formation of bad habits. When errors do occur, they should be immediately corrected by the teacher.

OBSERVATION PRINCIPLES5.The teacher initiates a chain drill in which each student greets another.

5.The purpose of language learning is to learn how to use the language to communicate.

OBSERVATIONS PRINCIPLES6.The teacher uses single-slot and multiple-slot substitution drills.

6.Particular parts of speech occupy particular “slots” in sentences. In order to create new sentences, students must learn which part of speech occupy which slot.

OBSERVATIONS PRINCIPLES7.The teacher says, “Very good,” when the students answer correctly.

7.Positive reinforcement helps the students to develop correct habits.

OBSERVATION PRINCIPLES8.The teacher conducts transformation and question-and-answer drills.

8.Each language has a finite number of patterns. Pattern practice helps students to form habits which enable the students to use the patterns.

OBSERVATION PRINCIPLES9.When the students can handle it, the teacher poses the questions to them rapidly.

9.Students should “overlearn,” i.e. learn to answer automatically without stopping to think.

OBSERVATIONS PRINCIPLES10.Students are given no grammar rules; grammatical points are taught through examples and drills.

10.The learning of a foreign language should be the same as the acquisition of the native language. The rules necessary to use the target language will be figured out or induced from examples.

OBSERVATIONS PRINCIPLES11.The teacher does a contrastive analysis of the target language and the students’ native language in order to locate the places where she anticipates her students will have trouble.

11.The major challenge of foreign language teaching is getting students to overcome the habits of their native language. A comparison between the native and target language will tell the teacher in what areas her students will probably experience difficulty.

OBSERVATIONS PRINCIPLES12.The teacher writes the dialog on the black board toward the end of the week. The students do some limited written work with the dialog and the sentence drills.

12.Speech is more basic to language than the written form. The ‘natural order’ – the order children follow when learning their native language – of skill acquisition is: listening, speaking, reading, and writing.

OBSERVATIONS PRINCIPLES13.The supermarket alphabet game and a discussion of American supermarkets and football are included.

Language cannot be separated from culture. One of the teacher’s responsibilities is to present information about that culture.

AUDIO LINGUAL METHOD MATERIALSTextbooks, tapes, visuals (films and

pictures), realia, and if possible language labs make perfect materials

ADVANTAGES OF THE AUDIO-LINGUAL METHOD

1) The Audio-lingual Method is said to be the best approach for beginning level foreign classes.

2) It aims at developing listening and speaking skills, which constitutes a step away from the Grammar Translation Method.

3) It paved the way for the development of Communicative Language Teaching (CLT), which has been seen as a response to the Audio- lingual Method. 4) It popularized the use of visual aids.

DISADVANTAGES OF THE AUDIO-LINGUAL METHOD

1.This is a teacher-centered method. The ALM makes considerable demands upon the teacher.

2.The basic steps of imitation, repetition, and reinforcement turns students into parrots who can produce many good utterances but never create anything new.

3.Students lacked an active role in the classroom.

4.Very little attention is paid to communication and content.

Task:1.answer the questions based on the conversation below Mr.Andi and his student are at the shop .They want to buy some

materials for practice in the workshop for the following day .Shop assistant:what can I do for you ,Sir?Mr.Andi : i need some irons,pipes,wires and some

nails.Shop assistant : How many irons,pipes,wires and nails

do you need ?Mr.Andi : How much is a piece of iron and a

piece of pipe ?Shp assistant : oh it is Rp 25.000 for iron and it is Rp

15.000 for pipe.Mr.Andi : is there any discount ?It’s too expensiveShop Assistant : I am sorry Sir,it is fixed price.

Andi : ok,I’ll take 20 pieces of iron and 10 pieces of pipes.

Shp Assistant : how about the wires and the nails ?how much do you need ?

Andi : is there any discount for them ?Shop assistant : if you buy them more then 10 kgs, I’ll

give you a discount .Andi : How much the discount will you give ?Shop assistant : we will give you 5 %.Andi :What about 10 % ?Shop assistant : oh i am sorry,i just let you have it 5 %.Andi : Ok,I need 12 kgs of wires and 11 kgs of nails.Shop assistant :all right,I’ll prepare them for you.Andi :Thank you very much

Answer the following questions based on the text

1.Why do they buy some materials ?2.What do they want to buy ?3.Does Mr.Andi get any discount ?4.How much discount does he get ?5. Do all the materials at the shop have

discount ?

RUBRIC OF THE SCORINGNO EXPLANATION SCOR

E1. The answer is correct and complete 32. The answer is almost correct and

almost complete2

3. The answer is wrong ,not based on the text dialog

1

4. No answer 0

What are the goals of teachers who use theAudio-Lingual Method ?Teachers want their students to be able to

use the target language communicatively. In order to do this, they believe students need to overlearn the target language, to learn to use it automatically without stopping to think. Their students achieve this by forming new habits in the target language and overcoming the old habits of their native language.

What areas of language are emphasized? What languages kills are emphasized?The structures of the language are

emphasized over all the other areas. The syllabus is typically a structural one, with the structures for any particular unit included in the new dialog. Vocabulary is also contextualized within the dialog. The natural order of skills presentation is adhered to: listening, speaking, reading and writing. The oral/aural skills receive most of the attention. Pronunciation is taught from the beginning.

CONCLUSIONThe Audio-lingual Method (also known as the army

method, the aural-oral method, or the new key), is a method of foreign language teaching in which the students learn language by repeating/imitating the recurring patterns/dialogues of everyday situations by succession of drills. The Audio-lingual Method strongly dominated the field of education in the 1950s and 1960s.

The Audio Lingual Method focuses on speaking and listening competence stressing repetition and habit formation to learn a second or a foreign language. This method make the learner understand the second language by memorizing and practice speaking with drilling from the people communication.

Beny Indra Natan Nadeak, S.Pd