The Audiolingual Method for College English Teaching.

1. From “Approaches and Methods in
Language Teaching” By J.C. Richards and
T.S. Rogers.

2. Background
 Before World War II, there were three methods:
a) A modified Direct Method Approach
b) A Reading Approach
c) A Reading-Oral Approach

3.  Problems with these three methods:
1. They lacked standardization of vocabulary
and grammar.
2. No one could agree what is important to teach
for beginning, intermediate and advance
learners.
3. They basically, lacked “STRUCTURE”

4. World War II Changed everything . . .

5. The Army Specialized Training
Program
The Army Specialized Training Program
(ASTP) was started in 1942.
Native speakers acted as an informant of the
language and as a linguist, as in the Direct
Method.
Students and informants gradually learned a
language, ten hours a day for six days a week.

6.  The ASTP continued for two years and by the 1950s, as
a result of many factors Audiolingualism became a
standardized way of teaching a language.

7. Sputnik 1 - The First
Russian Satellite (1957)

8.  It changed everything again:
a) It made the U.S. Government realized the need for new and
more intensive foreign language teaching methodology.
b) The National Defense Education Act (1958) provided money
for training of teachers, the development of teaching
materials and for the study and analysis of modern languages.

9.  The term “Audiolingualism” was coined by
Professor Nelson Brooks (1964). In the 1960s,
Audiolingualism began to lose its popularity, but
this method is still used today.

14. Design: Objectives
Short-range Objectives
Long-range Objectives