The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.

1. The Audio-Lingual Method
(ALM)
Özlem ALPAR

2. Background
 Popular during World War II
 Also known as “The Army Method”
Charles C. Fries
 “First used in National Defense Language College, USA.1”
1 http://www.slideserve.com/adamdaniel/the-audio-lingual-method

3. Background

4. The audio-lingual method
 Learning Theory  BEHAVIORISM
 Stimulus
 Response
 Reinforcement
 LISTENINGSPEAKINGREADINGWRITING
 Theory of Language STRUCTURALISM

5. The audio-lingual method –in class-

6. PRINCIPLES

7. The goals of teachers?
 The usage of the target language
 COMMUNICATIVELY
 AUTOMATICALLY –without stopping to think-
 Form new habits in the TG and overcome the old habits of
their native language.

8. The role of the teacher?
“ORCHESTRA LEADER”
 Directing and controlling the
language behavior of the
students.
 A good model for imitation.
http://cdn.iwastesomuchtime.com/February-20-2012-23-39-03-Selection011.jpeg

9. The role of the students?
 Imitators of the teacher’s model.
 Follow the teacher’s directions
and respond as rapidly as possible!

10. The role of the students’ native language?
 It shouldn’t be used since it interferes with the students’
attemps to master the target language.

11. Some characteristics of the
teaching/learning process?
 New vocabulary and structural
patterns are presented through
dialogs.
 Dialogs learned through imitation
and repetition.
 Drills and positive
reinforcements are used.
 Grammar is introduced from the
examples, NOT explicitly.

12. The nature of student-teacher and
student-student interactions?
 Most interaction is between teacher and students.
 Student-student interaction:
 Chain drills
 Roles in dialogs.
 But still teacher-directed…

13. How are the feelings of the students
dealt with?
 There are NOT any principles of the method that relate
to this area…

14. How is the language and the culture viewed?
 Every language is seen as having its own unique system.
 Culture consists of the everyday behavior and lifestyle of the
target language speakers.

15. How is the evaluation accomplished?
 The answer is NOT obvious, no formal test.
 Distinguish between words in a minimal pair or supply an
appropriate verb form in a sentence??

16. How does the teacher respond to
student errors?
 Error Formation of bad habits.
They must be avoided!!!

17. Syllabus
 Contains key items of phonology
(language sounds),
morphology(word structure) and syntax (language
structure and phrasal hierarchies)
 For basic vocabulary itemsa
lexical
syllabus
 First teach how to say orally 
then
reading,writing
 Not a native speaker?? 
language tapes!

18. Limitations
 No creativity. Only focuses on imitation and repetition.
 Students’ intellectual capacity?
 Is not meaningful
 All the learners are the same???
 Feelings???
http://manish.wordpress.com/tag/independent-thinking/

21.  Paul: Bonjour madame!
 Sylvie: Bonjour monsieur...
 P: Comment vous vous appelez?
 S: Je m'appelle Sylvie. Et vous?
 P:Je m'appelle Paul. Enchanté
 S: Enchanté.