Method edl 221

MARINDUQUE STATE COLLEGE
Boac Campus
ROWELITO G. MARTINEZ May 6, 2015
MAED – Language Teaching Prof.JulietaGo
APPROACHES AND METHODS OF LANGUAGE TEACHING
The Audiolingual Method
BRIEF BACKGROUND
The Audio-lingual method is a method of foreign language teaching which emphasizes the
teachingof listeningandspeakingbefore readingandwriting. It uses the 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 was developed in the U.S. during the Second War. At the time, the
U.S. governmentfound it a great necessity to set up a special language-training program to supply the
war with language personnel. Therefore, the government commissioned American universities to
develop foreign language program for military personnel.
Thus, the Army Specialized Training Program (ASTP) was established in 1942. The objective of
the army program wasfor studentstoattainconversational proficiencyinavarietyof foreignlanguages.
The method used was known as the “informant method”, since it used a native speakers of the
language,the informant,andalinguist.The informantservedas a source of language for imitation, and
the linguist supervised the learning experience. The intensive system adopted by the army achieved
excellent results.
The Audio-Lingual method of teaching during World War II became known as the Army
Method. It is alsocalledthe Aural oral approach. It is based on the structural view of language and the
behaviorist theory of language learning.
APPROACHES
Theory of Language–Structuralism
The structural viewtolanguage isthe view behindthe audio-lingual method.Thisapproachfocusedon
examininghowthe elementsof language relatedtoeachotherinthe present,thatis,‘synchronically‘
rather than‘diachronically‘.Itwas alsoarguedthat linguisticsignswere composedof twoparts,
a signifier(the sound pattern of aword) and a signified(the conceptormeaning of the word).The study
of language aimsatdescribingthe performance,the “parole”asit isthe onlyobservablepartof
language.
Theory of Learning–Behaviorism
Behaviorismis a philosophy of psychology based on the preposition that all things which organisms
do- including acting,thinking,and feeling- can and should be regarded as behaviors.Itcontendsthat
leaningoccursthroughassociations,habitformationandreinforcement.Whenthe learnerproducesthe
desiredbehaviorandisreinforcedpositively,itislikelythatbehaviorbe emittedagain.
The learningtheoryof Audiolingualismisbehavioural psychology which is an empirically based
approach to the study of human behaviour. Behaviorism tries to explain how an external event (a
stimulus) caused a change in the behaviour of an individual (a response) without using concepts like
“mind” or “ideas” or any kind of mental behaviour. Behaviorist psychology states that people are
conditioned lo learn many forms of behaviour, including language, through the process of training or
conditioning.

BASIC PRINCIPLES
The basic principlespresent the separation of language skills into listening, speaking, reading,
and writing,withemphasison the teaching of listening and speaking before reading or writing. It uses
dialoguesasthe chief meansof presentingthe language. It emphasizes on certain practice techniques:
mimicry,memorizationandpatterndrills.Itdiscouragesthe use of the mothertongue in the classroom.
DESIGN
Objectives
The objective of the audiolingual methodis accurate pronunciation and grammar, the ability to
respondquicklyandaccuratelyinspeechsituationsandknowledge of sufficient vocabulary to use with
grammar patterns. Particular emphasis was laid on mastering the building blocks of language and
learning the rules for combining them. It was believed that learning structure, or grammar was the
starting point for the student. Here are some characteristics of the method:
language learning is habit-formation,
mistakes are bad and should be avoided, as they are considered bad habits,
language skills are learned more effectively if they are presented orally first, then in written
form,
analogy is a better foundation for language learning than analysis,
the meanings of words can be learned only in a linguistic and cultural context.
Syllabus
Audiolinguism is a linguistic, or structure- based, approach to language teaching. • Linguistics
syllabus contains the key items of phonology, morphology, and syntax of the language arranged
accordingto theirorderpresentation.•The language skillsare taughtinthe orderof listening,speaking,
reading,andwriting.Listeningisviewedlargerlyastraining,butatmore advancedlevels,more complex
reading and writing tasks maybe introduced.
The main activitiesincludereadingalouddialogues,repetitions of model sentences,anddrilling.
Key structures from the dialogue serve as the basis for pattern drills of different kinds. Lessons in the
classroom focus on the correct imitation of the teacher by the students. Not only are the students
expected to produce the correct output, but attention is also paid to correct pronunciation. Although
correct grammar is expected in usage, no explicit grammatical instruction is given. It is taught
inductively. Furthermore, the target language is the only language to be used in the classroom.
Types of Learning/Teaching Activities
 1. Repetition : The students repeats an utterance aloud as soon as he has heard it.
 2. Inflection : One word in an utterance appears in another form when repeated.
 3. Replacement : One word in an utterance is replaced by another.
 4. Restatement : the students rephrases an utterance and addresses it to someone else,
according the instructions.
 5. Completion : the students hears an utterance that is complete except for one word, then
repeats the utterance in completed form.
 6. Transposition : a change in word order is necessary when a word is added.
 12.
 7. Expansion : when a word is added it takes a certain places in the sequences.
 8. Contraction : a single word stands for a phrase or clause.
 9. Transformation : a sentenceis transformed by being made negative or interrogative or
through changes in tens, mood, voice, aspect, or modality.
 10. Intergration : two seperate utterances are integratedinto one.
 11. Rejoinder : the student makes an appropriate rejoinder to a given utterance.
 12. Restoration : the student is given a sequence of words that have been culled from a
sentence but still bear its basic meaning.

o LEARNER ROLES- learners play a reactive role by responding to stimuli, and
thus have little control over the content, pace, or style of learning.
TEACHER ROLES - The teacher’s role is central and active; s a teacher-
dominated method. The teacher controls the direction an monitors and
corrects the earner’s performance.
The Role of Instructional Materials
• Instructional materials in the Audiolingual method assist the teacher to develop language
mastery in the learner. • A students textbook is often not used. • Tape recorders and audiovisual
equipment often have central roles in an audiolingual course. Provides accurate models for
dialogues and drills.
Procedure
1. Modeling
 . The students may refer to their textbook, and follow-up reading, writing, or vocabulary
activities based on the dialogue may be introduce.
 Follow-up activities may take place in the language laboratory, where further dialogue and
the drill work is carried out.
The Decline of Audiolingualism • The theoritical attack on audiolingual beliefs resulted
from changes in American linguistic theory in the 1960s. • Students unable to transfer skills
acquaired through Audiolingualism to real communication outside the classroom, and audiolingual
procedures to be boring and unsatisfying.
 Chomky’s theory of transformational grammar proposed that the fundamental
properties of language derive from innate aspects of the mind and from how human’s
process experience through language
Conclusion • Audiolingualism holds that language learning is like other forms of learning. •
Focus on accuracy through drill and practice in the basic structures and sentences patterns of the
target language.
SOURCE:
Diane- Larsen Freeman
H. Douglas Brown
TORCH - Wikipedia
Nota bene:
Madam, I forgot to get the title of the books.

Behaviorism is a philosophy of psychology based on the proposition that all things
which organisms do — including acting, thinking and feeling—can and should be
regarded as behaviors. It contends that leaning occurs through associations, habit
formation and reinforcement. When the learner produces the desired behavior and is
reinforced positively, it is likely that behavior be emitted again.
The objective of the audiolingual method is accurate pronunciation and grammar, the
ability to respond quickly and accurately in speech situations and knowledge of
sufficient vocabulary to use with grammar patterns. Particular emphasis was laid on
mastering the building blocks of language and learning the rules for combining them.
It was believed that learning structure, or grammar was the starting point for the
student. Here are some characteristics of the method:
 language learning is habit-formation,
 mistakes are bad and should be avoided, as they are considered bad habits,
 language skills are learned more effectively if they are presented orally first, then
in written form,
 analogy is a better foundation for language learning than analysis,
 the meanings of words can be learned only in a linguistic and cultural context.
The main activities include reading aloud dialogues, repetitions of model sentences,
and drilling. Key structures from the dialogue serve as the basis for pattern drills of
different kinds. Lessons in the classroom focus on the correct imitation of the teacher
by the students. Not only are the students expected to produce the correct output, but
attention is also paid to correct pronunciation. Although correct grammar is expected
in usage, no explicit grammatical instruction is given. It is taught
inductively. Furthermore, the target language is the only language to be used in the
classroom.
Advantages

 It aims at developing listening and speaking skills which is a step away from the
Grammar translation method
 The use of visual aids has proven its effectiveness in vocabulary teaching.
Disadvantages
 The method is based on false assumptions about language. The study of language
doesn’t amount to studying the “parole”, the observable data. Mastering a
language relies on acquiring the rules underlying language performance. That
is, the linguistic, sociolinguistic, and discourse competences.
 The behaviorist approach to learning is now discredited. Many scholars have
proven its weakness. Noam Chomsky ( “Chomsky, Noam (1959). “A Review of
B. F. Skinner’s Verbal behavior”) has written a strong criticism of the principles
of the theory.
Read more about the Audiolingual Method: Approaches and Methods in Language
Teaching (Cambridge Language Teaching Library)
Audio-lingualmethod
From Wikipedia, the free encyclopedia
The audio-lingual method, Army Method, or New Key,[1]
is a style of teaching used in
teaching foreign languages. It is based on behaviorist theory which professes that certain traits of
living things, and in this case humans, could be trained through a system of reinforcement—correct
use of a trait would receive positive feedback while incorrect use of that trait would receive negative
feedback.
This approach to language learning was similar to another, earlier method called direct method Like
the direct method, the audio-lingual method advised that students 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 didn’t focus on teaching vocabulary.
Rather, the teacher drilled students in the use of grammar.
Applied to language instruction, and often within the context of the language lab, this means that the
instructor would present the correct model of a sentence and the students would have to repeat it.
The teacher would then continue by presenting new words for the students to sample in the same
structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply
memorized in form. The idea is for the students to practice the particular construct until they can use
it spontaneously. In this manner, the lessons are built on static drills in which the students have little
or no control on their own output; the teacher is expecting a particular response and not providing
that will result in a student receiving negative feedback. This type of activity, for the foundation of
language learning, is in direct opposition with communicative language teaching.
Charles C. Fries, the director of the English Language Institute at the University of Michigan, the first
of its kind in the United States, believed that learning structure, or grammar was the starting point for
the student. In other words, it was the students' job to orally recite the basic sentence patterns and
grammatical structures. The students were only given “enough vocabulary to make such drills
possible.” (Richards, J.C. et-al. 1986). Fries later included principles for behavioural psychology, as
developed by B.F. Skinner, into this method.
Contents
Oral drills[edit]
Drills and pattern practice are typical of the Audiolingual method. (Richards, J.C. et-al. 1986) These
include

 Repetition: where the student repeats an utterance as soon as he hears it
 Inflection: Where one word in a sentence appears in another form when repeated
 Replacement: Where one word is replaced by another
 Restatement: The student re-phrases a utterance
Examples[edit]
Inflection: Teacher: I ate the sandwich. Student: I ate the sandwiches.
Replacement: Teacher: He bought the car for half-price. Student: He bought it for half-price.
Restatement: Teacher: Tell me not to smoke so often. Student: Don't smoke so often!
The following example illustrates how more than one sort of drill can be incorporated into one
practice session :
“Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair
etc.”[2]
Historical roots[edit]
The Audio-lingual method is the product of three historical circumstances. For its views on language,
audiolingualism drew on the work of American linguists such as Leonard Bloomfield. The prime
concern of American linguistics in the early decades of the 20th century had been to document all
the indigenous languages spoken in the USA. However, because of the dearth of trained native
teachers who would provide a theoretical description of the native languages, linguists had to rely on
observation. For the same reason, a strong focus on oral language was developed. At the same
time, behaviourist psychologists such as B.F. Skinner were forming the belief that all behaviour
(including language) was learnt through repetition and positive or negative reinforcement. The third
factor that enabled the 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. Because of the influence of the military,
early versions of the audio-lingualism came to be known as the “army method.”[1]
In practice[edit]
As mentioned, lessons in the classroom focus on the correct imitation of the teacher by the students.
Not only are the students expected to produce the correct output, but attention is also paid to correct
pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is
given. Furthermore, the target language is the only language to be used in the classroom.[1]
Modern
day implementations are more lax on this last requirement.
Fall from popularity[edit]
In the late 1950s, the theoretical underpinnings of the method were questioned by linguists such
as Noam Chomsky, who pointed out the limitations of structural linguistics. The relevance of
behaviorist psychology to language learning was also questioned, most famously by
Chomsky'sreview of B.F. Skinner's Verbal Behavior in 1959. The audio-lingual method was thus
deprived of its scientific credibility and it was only a matter of time before the effectiveness of the
method itself was questioned.
In 1964, Wilga Rivers released a critique of the method in her book, The Psychologist and the
Foreign Language Teacher. Subsequent research by others, inspired by her book, produced results
which showed explicit grammatical instruction in the mother language to be more productive.[citation
needed]
These developments, coupled with the emergence of humanistpedagogy led to a rapid decline
in the popularity of audiolingualism.[citation needed]

Philip Smith's study from 1965-1969, termed the Pennsylvania Project, provided significant proof that
audio-lingual methods were less effective than a more traditional cognitive approach involving the
learner's first language.[3]
Today[edit]
Despite being discredited as an effective teaching methodology in 1970,[3]
audio-lingualism continues
to be used today, although it is typically not used as the foundation of a course, but rather, has been
relegated to use in individual lessons. As it continues to be used, it also continues to gain criticism,
as Jeremy Harmer notes, “Audio-lingual methodology seems to banish all forms of language
processing that help students sort out new language information in their own minds.” As this type of
lesson is very teacher centered, it is a popular methodology for both teachers and students, perhaps
for several reasons but in particular, because the input and output is restricted and both parties know
what to expect. Some hybrid approaches have been developed, as can be seen in the
textbook Japanese: The Spoken Language (1987–90), which uses repetition and drills extensively,
but supplements them with detailed grammar explanations in English.
Butzkamm & Caldwell have tried to revive traditional pattern practice in the form of bilingual semi-
communicative drills. For them, the theoretical basis, and sufficient justification, of pattern drills is
the generative principle, which refers to the human capacity to generate an infinite number of
sentences from a finite grammatical competence.[4]
In popular culture[edit]
The fact that audio-lingualism continues to manifest itself in the classroom is reflected in popular
culture. Films often depict one of the most well-known aspects of audio-lingualism: the repetition
drill. In South Park Episode #172, Cartman applies the repetition drill while teaching a class of high
school students. In Mad Max Beyond Thunderdome, an LP record of a French lesson instructs a pair
of obliging children to 'repeat' short phrases in French and then in English.
References[edit]
1. ^ Jump up to:a b c
Barker, James L. "On The Mortality of Language Learning
Methods". Speech November 8, 2001.
2. Jump up^ Harmer, Jeremy. The Practice of English Language Teaching. 3rd Edition. pg. 79-80.
Essex: Pearson Education Ltd., 2001
3. ^ Jump up to:a b
James L. Barker lecture on November 8, 2001 at Brigham Young University, given by
Wilfried Decoo.
4. Jump up^ Butzkamm, Wolfgang; Caldwell, J.A.W. (2009). The bilingual reform. A paradigm shift in
foreign language teaching. Tübingen: Narr Studienbücher. ISBN 978-3-8233-6492-4.
Transcript
 1. Presented by: Juan Carlos Mendez Brenda Joaquin Mario David Mondragon
 2. Definition 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.
 3. Background The Audio-lingual Method was developed in the U.S.during the Second World
War. At that time, the U.S.government found it a great necessity to set up a speciallanguage-
training program to supply the war withlanguage personnel. Therefore, the
governmentcommissioned American universities to develop foreignlanguage program for
military personnel.
 4.  Thus the Army Specialized Training Program (ASTP) was established in 1942.The
objectives of the army program was for students to attain conversational proficiency in a
variety of foreign languages. The method used was known as the “informant method”, since
it used a native speakers of the language, the informant, and a linguist. The informant served
as a source of language for imitation, and the linguist supervised the learning experience.
The intensive system adopted by the army achieved excellent results.

 5. Behaviorist psychology The learning theory of Audiolingualism is behavioral psychology
which is an empirically based approach to the study of human behavior. Behaviorism tries to
explain how an external event (a stimulus) caused a change in the behavior of an individual
(a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.
Behaviorist psychology states that people are conditioned to learn many forms of behavior,
including language, through the process of training or conditioning.
 6. Basic Principles Separation of language skills into listening, speaking, reading and
writing, with emphasis on the teaching of listening and speaking before reading and writing;
Use of dialogues as the chief means of presenting the language; Emphasis on certain
practice techniques: mimicry, memorization and pattern drills; Discouraging the use of the
mother tongue in the classroom
 7. Objectives The general objective of the Audio-lingual Method is to enable the target
language communicatively, Short-range objectives include training in listening
comprehension, accurate pronunciation, reading comprehension and production of the
Audio-lingual Method are the development of mastery in all four language skills, beginning
with listening and speaking, and using these as a basis for the teaching of reading and
writing. Long-range objective, or the ultimate goal, is to develop in the students the same
types of abilities that native speaking have, to use it automatically without stopping to think.
 8. Techniques Repetition drill：This drill is often used to teach the lines of the dialogue.
Students are asked to repeat the teacher’s model as accurately and as quickly as possible.
Substitution drill：The students repeat the line from the dialogue which the teacher has given
them, substituting the cue into the line in its proper place. Question-and-answer drill：The
drill gives students practice with answering questions. The students should answer the
teacher’s question very quickly. It is also possible for the teacher to cue the students to ask
questions as well
 9.  Expansion drill：This drill helps students to produce longer sentence bit by bit, gradually
achieving fluency. The main structure is repeated first, then students have to put cue phrase
in its proper place. Clause combination drill：Students learn to combine two simple
sentences into a complex one. Background build-up drill ( or back chaining: This drill is
used when a long line of dialogue is giving students trouble. The teacher breaks down the
line into several parts. The students repeat a part of the sentence, usually the last phrase of
the line.
 10.  Chain drill ：A chain drill gets its name from the chain of conversation that forms
around the classroom 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, and then turns to the student sitting next to him. Completion：Students
hear an utterance that is complete except for one word, and then repeat the utterance in
completed form. Use of minimal pairs：The teacher works with pair of words which differ in
only one sound; students are first asked to find the difference between the two word and
later to say the two words.
 11. Advantages The first method to have a theory. Making language teaching possible to
large groups of learners Emphasizing sentence production , control over grammatical
structures and development of oral ability. Developing simple techniques and making use of
language lab. Developing the separation of the language skills
 12. Disadvantages Weak basis of its theory Not developing language competence , lack
of effectiveness , and boredom caused by endless pattern drills. Learners having little
control over their learning. Teacher’s domination of the class . Teacher-oriented materials.
 13. !!!
Transcript
 1. From “Approaches and Methods in Language Teaching” By J.C. Richards and T.S. Rodgers.
 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 was important to teach for beginning, intermediate or advanced learners.
3. They basically, lacked “STRUCTURE”
 4. 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 language, ten hours a day for six days a week.
learned a

 5.  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.
 6.  It changed everything again: a) It made the U.S. Government realize the need for new and more
intensive foreign language teaching methodology. b) The National Defence Education Act (1958)
provided money for training of teachers, the development of teaching materials and for the study and
analysis of modern languages.
 7.  The term “Audiolingualism” was coined by Professor Nelson Brooks (1964). In the 1960’s,
Audiolingualism began to lose its popularity, but this method is still used today.
 8. Approach Theory of Language: Structuralism  Structurallinguistics influenced Audiolingualism.
 Elements in a language are Phonology Morphology linearly produced in a rule- governed way.
Phrases  Linguistic levels are pyramidally structured. Sentences
 9. Approach Theory of Learning: Behaviourism  Behavioural psychology influenced
Audiolingualism. Behaviourists believe that humans are organisms capable of learning many
behaviours. It depends on three elements: 1. Stimulus: Bring out behaviour. 2. Response: Triggered by
stimulus. 3. Reinforcement: Marks the response as being appropriate or not and encourages repetition
which is vital in the learning process.
 10. Behaviourism Learning Behaviour  Organism  Learner.  Behaviour  Language behaviour. 
Stimulus  Content.  Response  Learner’s response.  Reinforcement  Reaction intrinsic/extrinsic
approval.
 11. Approach - Conclusions  Foreign language learning is a process of mechanicalhabit formation. 
Language skills are learned more effectively if they are learned in spoken form (drills) rather than
written form.  Language must be learned in context of the linguistics and culture.
 12. Design - Objectives Short-term Objectives Long-term Objectives  Listening comprehension. 
Language as the native  Accurate pronunciation.  Recognition of speech symbols as graphic signs.
 The ability to reproduce these symbols in writing. speaker uses it.
 13. Design – The Syllabus  Based on a linguistic or structure-based approach to language teaching.
Built on: 1. Step by step linguistic syllabus, which contains:  Phonology.  Morphology.  Syntax. 2.
Lexical syllabus of basic vocabulary.
 14. Design – Types of learning and teaching activities. Drills Dialogues  Distinctive feature of this
method.  Contextualize key structures.  Illustrate situations.  Used for repetition and
memorization. 7. Expansion. 8. Contraction. 9. Transformation 1. Repetition. 2. Inflection. 3.
Replacement. 10. Integration. 4. Restatement. 11. Rejoinder. 5. Completion. 12. Restoration. 6.
Transposition. .
 15. Design - Roles 1.     Learner roles: They can be directed by skilled training techniques.
External displays. Reactive role. They do not initiate interaction. 2. Teacher roles: 3. The role of   
 Central and active.  Model of the target language.  Controls the process of learning. Monitors and
controls the learner’s performance. instructionalmaterials: Teacheroriented. Tape recorders, a
language laboratory and audiovisual equipment are important.
 16. Procedure  Extensive oral instruction is required where the target language is used. Typical
procedures: 1. Model dialogue. Repeat. Correction of mistakes. Memorize. 2. Dialogues are adapted
and then acted out. 3. Key structures are selected and used for pattern drills. 4. Textbooks. Follow-up
reading, writing activities may be introduced. 5. Follow-up activities in a language laboratory. or
vocabulary
 17. The decline of Audiolingualism  It was examined in many ways:1. Theoretical foundations were
considered weak in both language theory and learning theory. 2. Practitioners discovered that the
practical results did not meet expectations. 3. Students were not able to transfer skills to
communication outside the classroom. 4. Many students found the classes boring and unsatisfying.
real
 18. Noam Chomsky  He rejected this approach.  His theory of transformational grammar said that
language is creative and generated, not a habit.  Language derives from innate aspects of the mind
and from how humans process experience through language.
 19. Final Conclusion...  Audiolingualism holds that language learning is like other forms of learning.
That is the reason why, it stresses the mechanistic aspects of language learning and language use.
1 of 25
Published on Mar 05, 2014
Transcript
 1. The Audiolingual Method By: SHEILA WIJAYANTI @Sheila_Chei English Education
Department Jember University

 2. The Audiolingual Method • • • • • • Background Approach Design Procedure The Decline of
Audiolingualism Conclusion
 3. Background • The Coleman Report 1929 recommended a readingbased approach to foreign
language teaching for use in American schools and collages preceded by list of vocabulary. • Linguists
and applied linguists during this period were becoming increasingly involved in the teaching of
English as a foreign language. These factors led to the emergence of the American approach to ESL,
which by mid-1950 had become Audiolingualism.
 4. • In many ways the methodology used by U.S linguist and language teaching experts during this
period sounded similar to the British Oral Approach, although the two traditions develop
independently. • The emergence of the Audiolingualism Method resulted from the increased attention
given to foreign language teaching in the U.S. toward the end of 1950s • Audiolingualism claimed to
have transformed language teaching from an art into science, which would enable learners to achieve
mastery of a foreign language effectively and effeciently.
 5. Approach • Theory of Language Underlying Audiolingualism was derived from a view proposed by
American linguists in the 1950 — a view that came to be known as structurallinguistics. • The term
structural referred to these characteristics:a) Elements in a language were thought of as being linearly
produced in a rule-governed (structured) way. b) language samples could be exhaustively described at
any structural level of description. c) Linguistic levels were thought of as systems within system.
 6. • Theory of learning to the behaviorist, the human being is an organism capable of a wide repertoire
of behaviors. The occurance of these behaviors is dependent on three crucial elements in learning:a
stimulus, which servesto elicit behavior; a response triggered by a stimulus; and reinforcement, which
serves to mark the response as being appropriate(or inappropriate)and encourages the repetition(or
suppression) of the response in the future
 7. Theory of Learning : 1. Foreign language learning is basically aprocess of mechanicalhabit
formation. 2. Language skills are learned more effectively if the items to be learned in the target
language are presented in spoken form before they are seen in written form. 3. Analogy provides a
better foundation for language learning than analysis. 4. The meanings that the words of a language
have for thenative speaker can be learned only in a linguistic and cultural context and not in isolation.
 8. Design • Objectives short-range objectives include training in listening comprehension, accurate
pronunciation, recognition of speech symbols as graphic signs on the printed page, and ability to
reproduce these symbols in writing. long-range objectives “must be language as the native speaker
uses it. There must be some knowledge of second language as it is possessed by a true bilingualist.
 9. The Syllabus • Audiolinguism is a linguistic, or structure- based, approach to language teaching. •
Linguistics syllabus contains the key items of phonology, morphology, and syntax of the language
arranged according to their order presentation. • The language skills are taught in the order of
listening, speaking, reading, and writing. Listening is viewed largerly as training, but at more
advanced levels,more complex reading and writing tasks maybe introduced.
 10. Types of Learning and Teaching Activities 1. Repetition : The students repeats an utterance aloud
as soon as he has heard it. 2. Inflection : One word in an utterance appears in another form when
repeated. 3. Replacement : One word in an utterance is replaced by another.
 11. 4. Restatement : the students rephrases an utterance and addresses it to someone else, according
the instructions. 5. Completion : the students hears an utterance that is complete except for one word,
then repeats the utterance in completed form. 6. Transposition : a change in word order is necessary
when a word is added.
 12. 7. Expansion : when a word is added it takes a certain places in the sequences. 8. Contraction : a
single word stands for a phrase or clause. 9. Transformation : a sentenceis transformed by being made
negative or interrogative or through changes in tens, mood, voice, aspect, or modality.
 13. 10. Intergration : two seperate utterances are integratedinto one. 11. Rejoinder : the student makes
an appropriate rejoinder to a given utterance. 12. Restoration : the student is given a sequence of
words that have been culled from a sentence but still bear its basic meaning.
 14. • Learner roles learners play a reactive role by responding to stimuli, and thus have little control
over the content,pace, or style of learning. • Teacher Roles The teacher’s role is central and active; its
a teacher-dominated method. The teacher controls the direction an monitors and corrects the learner’s
performance.
 15. The Role of Instructional Materials • Instructionalmaterials in the Audiolingual method assist the
teacher to develop language mastery in the learner. • A students textbook is often not used. • Tape
recorders and audiovisual equipment often have central roles in an audiolingual course. Provides
accurate models for dialogues and drills.
 16. Procedure 1. Modeling
 17. 4. The students may refer to their textbook, and follow-up reading, writing, or vocabulary
activities based on the dialogue may be introduce. 5. Follow-up activities may take place in the
language laboratory, where further dialogue and the drill work is carried out.
 18. The Decline of Audiolingualism • The theoritical attack on audiolingual beliefs resulted from
changes in American linguistic theory in the 1960s. • Students unable to transfer skills acquaired

through Audiolingualism to real communication outside the classroom, and audiolingual procedures to
be boring and unsatisfying.
 19. • Chomky’s theory of transformational grammar proposed that the fundamental properties of
language derive from innate aspects of the mind and from how human’s process experience through
language.
 20. Conclusion • Audiolingualism holds that language learning is like other forms of learning. • Focus
on accuracy through drill and practice in the basic structures and sentences patterns of the target
language.
 21. Question: 1. Can you give an example of the implements of reactive role in the class? (Nur
Azizah) A : by responding to stimuli.
 22. Answer 2. Why student’s textbook isn’t often used in the role of instructional materials? (Lailatus)
A: because in audiolingualism we focus on listening and speaking, so we don’t need to use textbook.
 23. 3. Give the examples and practice of the 3 crucialelements. (Annisa). A : - stimulus : a sentence,
words, and/or using picture. - response :the students response what the teacher said or show the
pictures. - Reinforcement: a. Positive Reinforcement : b. negative : give a
 24. 4. Which one is the most useful types of learning in class and should we do all of them? (Heri) A :
thats depends on the class situation and the goals.
 25. 5. What is advantages and disadvantages of Audiolingualism? (Anies) Advantages : the strength is
in the accuracy. Disadvantages : the weakness is in the fluency.
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 1. The Audiolingual Method By: SHEILA WIJAYANTI @Sheila_Chei English Education
Department Jember University
 2. The Audiolingual Method • • • • • • Background Approach Design Procedure The Decline of
Audiolingualism Conclusion
 3. Background • The Coleman Report 1929 recommended a readingbased approach to foreign
language teaching for use in American schools and collages preceded by list of vocabulary. • Linguists
and applied linguists during this period were becoming increasingly involved in the teaching of
English as a foreign language. These factors led to the emergence of the American approach to ESL,
which by mid-1950 had become Audiolingualism.
 4. • In many ways the methodology used by U.S linguist and language teaching experts during this
period sounded similar to the British Oral Approach, although the two traditions develop
independently. • The emergence of the Audiolingualism Method resulted from the increased attention
given to foreign language teaching in the U.S. toward the end of 1950s • Audiolingualism claimed to
have transformed language teaching from an art into science, which would enable learners to achieve
mastery of a foreign language effectively and effeciently.
 5. Approach • Theory of Language Underlying Audiolingualism was derived from a view proposed by
American linguists in the 1950 — a view that came to be known as structurallinguistics. • The term
structural referred to these characteristics:a) Elements in a language were thought of as being linearly
produced in a rule-governed (structured) way. b) language samples could be exhaustively described at
any structural level of description. c) Linguistic levels were thought of as systems within system.
 6. • Theory of learning to the behaviorist, the human being is an organism capable of a wide repertoire
of behaviors. The occurance of these behaviors is dependent on three crucial elements in learning:a
stimulus, which servesto elicit behavior; a response triggered by a stimulus; and reinforcement, which
serves to mark the response as being appropriate(or inappropriate)and encourages the repetition(or
suppression) of the response in the future
 7. Theory of Learning : 1. Foreign language learning is basically aprocess of mechanicalhabit
formation. 2. Language skills are learned more effectively if the items to be learned in the target
language are presented in spoken form before they are seen in written form. 3. Analogy provides a

better foundation for language learning than analysis. 4. The meanings that the words of a language
have for thenative speaker can be learned only in a linguistic and cultural context and not in isolation.
 8. Design • Objectives short-range objectives include training in listening comprehension, accurate
pronunciation, recognition of speech symbols as graphic signs on the printed page, and ability to
reproduce these symbols in writing. long-range objectives “must be language as the native speaker
uses it. There must be some knowledge of second language as it is possessed by a true bilingualist.
 9. The Syllabus • Audiolinguism is a linguistic, or structure- based, approach to language teaching. •
Linguistics syllabus contains the key items of phonology, morphology, and syntax of the language
arranged according to their order presentation. • The language skills are taught in the order of
listening, speaking, reading, and writing. Listening is viewed largerly as training, but at more
advanced levels,more complex reading and writing tasks maybe introduced.
 10. Types of Learning and Teaching Activities 1. Repetition : The students repeats an utterance aloud
as soon as he has heard it. 2. Inflection : One word in an utterance appears in another form when
repeated. 3. Replacement : One word in an utterance is replaced by another.
 11. 4. Restatement : the students rephrases an utterance and addresses it to someone else, according
the instructions. 5. Completion : the students hears an utterance that is complete except for one word,
then repeats the utterance in completed form. 6. Transposition : a change in word order is necessary
when a word is added.
 12. 7. Expansion : when a word is added it takes a certain places in the sequences. 8. Contraction : a
single word stands for a phrase or clause. 9. Transformation : a sentenceis transformed by being made
negative or interrogative or through changes in tens, mood, voice, aspect, or modality.
 13. 10. Intergration : two seperate utterances are integratedinto one. 11. Rejoinder : the student makes
an appropriate rejoinder to a given utterance. 12. Restoration : the student is given a sequence of
words that have been culled from a sentence but still bear its basic meaning.
 14. • Learner roles learners play a reactive role by responding to stimuli, and thus have little control
over the content,pace, or style of learning. • Teacher Roles The teacher’s role is central and active; its
a teacher-dominated method. The teacher controls the direction an monitors and corrects the learner’s
performance.
 15. The Role of Instructional Materials • Instructionalmaterials in the Audiolingual method assist the
teacher to develop language mastery in the learner. • A students textbook is often not used. • Tape
recorders and audiovisual equipment often have central roles in an audiolingual course. Provides
accurate models for dialogues and drills.
 16. Procedure 1. Modeling
 17. 4. The students may refer to their textbook, and follow-up reading, writing, or vocabulary
activities based on the dialogue may be introduce. 5. Follow-up activities may take place in the
language laboratory, where further dialogue and the drill work is carried out.
 18. The Decline of Audiolingualism • The theoritical attack on audiolingual beliefs resulted from
changes in American linguistic theory in the 1960s. • Students unable to transfer skills acquaired
through Audiolingualism to real communication outside the classroom, and audiolingual procedures to
be boring and unsatisfying.
 19. • Chomky’s theory of transformational grammar proposed that the fundamental properties of
language derive from innate aspects of the mind and from how human’s process experience through
language.
 20. Conclusion • Audiolingualism holds that language learning is like other forms of learning. • Focus
on accuracy through drill and practice in the basic structures and sentences patterns of the target
language.
 21. Question: 1. Can you give an example of the implements of reactive role in the class? (Nur
Azizah) A : by responding to stimuli.
 22. Answer 2. Why student’s textbook isn’t often used in the role of instructional materials? (Lailatus)
A: because in audiolingualism we focus on listening and speaking, so we don’t need to use textbook.
 23. 3. Give the examples and practice of the 3 crucialelements. (Annisa). A : - stimulus : a sentence,
words, and/or using picture. - response :the students response what the teacher said or show the
pictures. - Reinforcement: a. Positive Reinforcement : b. negative : give a
 24. 4. Which one is the most useful types of learning in class and should we do all of them? (Heri) A :
thats depends on the class situation and the goals.
 25. 5. What is advantages and disadvantages of Audiolingualism? (Anies) Advantages : the strength is
in the accuracy. Disadvantages : the weakness is in the fluency.
Example of LessonPlanusingthe Audiolingual Method
LessonPlan
LessonPlanTitle:Dialogue
Grade: 5th

Concept/ Topicto Teach:
Dialogue memorization
StandardsAddressed:
Oral Communication
General Goal(s):
The studentsdeveloptheiroral skillsbyrepeatingaseriesof shortdialogues
SpecificObjectives:
Usingshort dialogues,the studentswill be able to:
1. Repeatthe dialogueswithapartner.
2. Transform questionsintostatements.
3. Complete adialogusingnouns,verbsoradjectives.
RequiredMaterials:
1. Short readings
2. Dialogues,questionsorparagraphs
AnticipatorySet(Lead-In):
1. Greeting
2. Date
3. Roll call (attendance)
4. Introduce the activitybyexplaininganddiscussingthe dialogueanditsparts
Step-By-StepProcedures:
The teacherwill give outthe dialogues.She will readthe dialogue tothe students.She will explainif
necessarywordsof the dialogue theydon’tunderstand.The studentswillreadthe dialogue to
themselves
and to the teacher.Theywill thenpairupwithanotherstudenttopractice the dialogue.The will come
to the
frontto practice the dialogue infrontof the class.If some of themwant theycan say itwithoutreading
from
the paper.The studentscancreate theirowndialogue bychangingthe namesorthingsof the oldone.
The
teacherwill askthema fewquestionsinordertochange questionstostatements.
Planfor IndependentPractice:
The studentswill filloutthe dialogue usingnounverbsoradjectives.
Closure (ReflectAnticipatorySet):
The studentswill share theirdialoguestothe restof the class.
I. AUDIO-LINGUALMETHOD: IntroductionbyDiane Larsen-Freeman
1. Language learningisaprocess of habitformation.
2. It is importantforteachersto preventstudenterrorsince errorscanleadto the formationof
bad habits.
3. Studentsshouldoverlearnthe sentence patternsof the targetlanguage.
4. Positive reinforcementhelpsstudentstodevelopcorrecthabits.
VideoPresentation:The firstmethodwe willobserve isthe Audio-Lingual MethodorALM. Itis a method
with
whichmanyof youmay alreadybe familiar.Mycolleague,MichaelJerald,will now demonstratethe
ALM.
Watch carefullywhatthe teacherisdoingandwhat he is askingthe studentstodo.
[VideoDemonstrationof Audio-LingualMethodbyMichael Jerald:See Audio-Lingual MethodMaterials
followingCommentary.]
VideoCommentary:Asthe lessonbegan,we saw the teacherpresentingadialogue tothe class.The
studentsjustlistenedtothe teacheratfirst.One of the ALMteacher’smajorrolesisthat of a model of
the target language.Itisthe students’jobtorepeatas accuratelyas theycan the teacher’smodel.
Language learningisseen tobe a processof habitformation.The more oftenthe studentsrepeat
something,the stronger
the habitand the greaterthe learning.
We sawhow the studentsstumbledoverone of the linesof the dialoguetheywere repeating.When
this

happened,the teacherusedabackwardbuild-updrill withthe troublesome line.He startedat the end
of the
sentence,andhadthe studentsrepeatthe final phrase.Tothishe addedeachphrase inturn until the
studentswere able tosaythe whole sentence smoothly.
The teachercorrectedthe students’errorsinotherwaysaswell,forexample,byquicklysayingthe
phrase
for the studentstohearand repeat.Itis importanttopreventlearnersfrommakingerrorssince errors
lead
to the formationof bad habits.
Later inthe lesson,the teacherusesgrammardrills:asingle-slotsubstitutiondrillandaquestion-and-
answer
drill.These drillshelpstudentstolearn,orevenbetterto“overlearn”the sentence patternsof the
target language.The overlearningleadstoautomaticity.
You may have noticedthatthe teacheroftensaid“Good” or “Verygood.”In thisway,he positively
reinforcedhisstudents’work.Suchreinforcementhelpsthe studentstodevelopcorrecthabits.Itwasn’t
until the
endof the lessonthatthe studentsgotto see the writtenversionof the dialogue whichtheywere
learning.
Thisis consistentwiththe ALMprinciple thatspeechismore basictolanguage thanthe writtenform.
[Endof Commentary]
2 AUDIO-LINGUALMETHOD: MaterialsbyMichael Jerald
VIDEODEMONSTRATION LESSON PLAN
TeachingPoints
1. Vocabulary:clean
amazing
vacuumcleaner
pretty
lawn
2. Grammar: Usingthe modal combinationwouldlike
Usingthe superlativedegree
3. Expressions:Yes,of course....
Oh,no I don’t!
Why not?
Oh.(to expressdisappointment)
4. Cultural point:Itisn’tunusual formento do houseworkinthe UnitedStates.
Objectives
1. The studentswill be able torecite the dialoguefrommemorywithfewornomistakes.
2. The studentswill learnall of the newvocabularyitemsandbe able touse themwhenrecitingthe
dialogue anddoingthe grammardrills.
3. The studentswill be able todothe grammar drillssmoothly,quickly,andwithoutmistakes.
4. The studentswill realizethatsometimesmendo the houseworkinthe UnitedStates.
VideoLessonStepsinSequence
[Dialogue Practice]
1. The teachersetsthe scene forthe dialogue andtellswhathe isgoingtodo andwhat the students
shoulddo.
2. The teacheracts out the dialogue usingpictures,gestures,andprops.
3. The teacheracts out the dialogue again,inthe same mannerasabove.
4. The teacherleadsthe studentsinrepetitiondrills,one line of the dialogue atatime.Whenthe
teacherthinksthe studentshave practicedaparticularline enough,he goesonthe nextline butfirst
3 he goesback to the beginningandhasthe studentsrecite all of the dialogue theyhave practicedto
that point.
5. The teacherand studentspractice the dialogue byroleplayingit.Firstthe teacherplaysthe role of
The Salesman;the studentsare The Woman.Thentheychange rolesand the teacheristhe Woman
and the studentsare The Salesman.
6. The teacheraskstwo studentstocome to the front of the class and act out the dialogue,usingprops.
Then,twomore studentsdothe same thing,andso on,dependingonthe time allowed.
[Grammar Practice]

7. For the Single-SlotSubstitutionDrill,the teachersaysthe whole sentence witheachsubstitution.
Then
the teachergivesthe substitutionphrase only;the studentssaythe whole sentence:
Wouldyoulike tohave the cleanesthouse intown?
the prettiesthouse
the greenestlawn
8. For the Question-AnswerDrill,the teacherasksthe questions,the studentsanswer.Thenthe
students
ask the questions;the teacheranswers.
9. The teachergivesthe studentsawrittencopyof the dialogue.Thenthe teachersayseachline;the
studentsrepeatwhilereading.
10. The teachergivesthe studentsahomeworkassignmentforthe nextclass:
— Memorize the dialoguesotheycan say it perfectly.
— Sell avacuumcleaner.(This,of course,wasa joke.)
TEACHER-TRAININGDISCUSSION QUESTIONSBASEDON THE VIDEO
1. How doesthe teacherteach the meaningof the dialogue?
2. Why doesthe teachertell the studentstolistenandnotto talkduringSteps2 and 3 of the lesson?
3. The teacheralmostalwayssaysa word,phrase,or sentence immediatelybefore the studentssayit.
Why?
4. How doesthe teachercorrect the students’mistakes?Whydoyouthinkit isdone inthismanner?
5. Where didthe teacherfirstuse the “backwardbuild-up”technique?Thisisthe technique inwhichthe
teacherhas the classlearnthe longersentence byrepeatingsmall partsof the sentence,starting
fromthe endandworkingtowardthe beginninguntil the studentswere sayingthe wholesentence
fromthe beginning.Whatisthe purpose of thistechnique?How,exactly,isitdone?
4 6. InStep4 of the lesson,howwelldidthe studentshave tobe able tosay eachline before the
teacher
wentonto the nextline? Whatdoyouthinkthe teacherwas lookingforinthe students’performance?
7. Where in the lessondidyousee the studentsdochoral (the whole classinunison) repetitions?What
otherformsof repetitiondidyousee?Whatpatterninthe use of these formsdidyousee?What
purpose doyou thinkthispatternserved?
8. What role doesthe teacherplaywhile the studentsare actingoutthe dialogue inStep6? What does
the teacherdo when a studenthastrouble rememberingthe wordsormakesa mistake?
9. When doesthe teacherintroduce the gesturesthatgowiththe dialogue?Whendoesthe teacherfirst
have the studentspractice them?Whatis the students’reaction?Doesusingthe gestures helpor
hinderthe students’learning?Why?
10. What do youthinkthe studentslearnedinthislesson?Whatdoes“tolearn”meanin the contextof
thislesson(inkeepingwithaudio-lingual principles)?How doesthismatchyourdefinitionof
learning?
11. To what extentdothe studentstake the initiative tospeakduringthe lesson?Thatis,dothey
decide
whentheywill speakandwhattheywill say,ordoesthe teacher,oris ita combinationof the two?
Why isit that way?
12. Why doesthe teacherwait until the endof the class to show the studentsthe dialogue inwriting?
Why doesthe teachergive the studentsthe dialogueinwritingatall?
TEACHER-TRAININGACTIVITIESBASEDON THE VIDEO
Watch the lessononthe tape againand listas manyexamplesof whenandhow the teacherexercised
control.(Underwhatcircumstances?Usingwhattechniques?) Keepinginmindthatcontrol of all aspects
of the
lessonbythe teacherisveryimportantto the successof thismethod,discussyourfindingswitha
colleague.
Concentrate onmasteringthe techniquesthe teacherusedinSteps2,4, and 7 of the lesson.Workwith
a
small groupof yourcolleagues,one stepatatime,inthe followingmanner,until yougainconfidence in
your abilitytodoit smoothly:
[PeerTeaching]
1. Watch the sectionof the tape containingthe part of the lessonyouhave chosentowork on.Make a
listof everythingyousee the teacherdoingandsaying.Repeatthisuntilyouhave areasonably
complete descriptionof whatthe teacherdidandhow he didit.

2. Practice teachingthispart of the lessontoyourcolleagues.Imitatethe teacheronthe tape as closely
as possible.
3. Ask yourcolleaguestotell youwhatyoudidrightand whatyou needtochange.Thendo it again.
5 4. Aftereachof you hashad a chance to practice teachingthispart of the lesson,watchthe tape again
and see whatmore youcan learnthistime.
5. Discussotherpossible waysof doingthe Question-AnswerDrill (Step7).Forexample,have
individualstudentsaskeachotherthe questions.
6. Write yourownmini-dialogue(3to 5 lines) andpractice teachingitto yourcolleagues.Afteryou
finish,askyourcolleaguestohelpyouevaluate whatyoudidonthe basisof clarityand on its
consistencywithaudio-lingual principles.
EXTENSIONSOFTHE DEMONSTRATION LESSON:
INTERACTIVE/COMMUNICATIVEACTIVITIES
Interactive andcommunicativeactivities,aswe definethemtoday,are nottraditionallypartof an
Audio-Lingual lesson. The followingsuggestionsforexpandedactivities,therefore,are notnecessarily
interactive orcommunicative.
[ReadingPassages]
1. Selecta shortpassage about a differenttopicbutone that containsthe same grammar pointsand/or
vocabularyitems.(Youcanwrite ityourself orfindone ina book.)
2. Prepare the studentsbyreviewingthe grammar(throughsubstitutionandotherdrills)andteaching
any newvocabularyitemsthatmightbe inthe story.
3. Read eachsentence before the studentsdo,toset a correct model forthemto imitate.
4. Have the studentsreadoutloudto practice theirpronunciationandintonation.Be sure tocorrect any
mistakesassoonas theyare made.
5. Followthe same patternas usedinteachingthe dialogue,bystartingwith choral repetitions,then
grouprepetitions,andthenindividual repetitions.Letindividual studentsreadoutloudwithoutyour
firstmodelingthe sentences,butcontinue tocorrecttheirmistakesimmediately.
6. Ask comprehensive questionsof individual students.
[ControlledWriting]
The studentscan do a controlledwritingexercise abouthousework.
1. Use the videolessondialogue orwrite one basedonthe same format.While preparing,leave blank
spacesfor some of the words(as ina cloze test).
6 2. Give the studentsacopy,or write it onthe board,or dictate it.Askthemto write the whole
dialogue,
fillinginthe blanksastheygoalong.
[Creative Story-Telling/Writing]
Withyour guidance,the studentscancreate theirownstories.Startbysettingthe topic(inthiscase,
housework).
1. Give one studenta wordthat will beginthe story.The firststudentsaysthe firstwordof the story; the
secondstudentthenrepeatsthe firstwordandaddsone of his/herown;the thirdstudentstartsat the
beginning,repeatingthe firstandsecondwords,andthenaddsanotherone,andso on. Takingturns
inthismanner,the studentsbuildthe storyasit progressesaroundthe room.
2. Make sure thatthe storymakessense,andthatthe grammar andpronunciationare correct.Make
correctionsimmediately.Helpstudentswhoare stucktocome upwitha word.Keepitlightandfun.
3. Afterthe story has gone aroundthe room once,askthe studentstodictate the storyto you.Afteryou
write iton the board,theycan write itintheirnotebooks.Inlarge classes,youcanworkwithgroups
of 12 to 15 at a time while the othersobserve andtake notes.
[Minimal-PairsPronunciationPractice]
For special pronunciationpractice withdifficultsounds,youcando a minimal-pairdrill withthe
students.
Dependingonthe native language of yourstudents,of course,agoodpair to follow upthislessonwould
be the vowel soundsinlawnandloan.
For teachersnewtothe field,abasicminimal pairdrill isthe practice of pairs of wordsthat have exactly
the same soundsexceptforone soundwhichisdifferentinthe pair(forexample,lawn/loan).Spanish
speakers,forinstance,oftenhave trouble differentiatingbetweenthe /i/and/iy/soundsinshipand
sheep.
An example of aminimal-pairdrill forspeakersof SpanishlearningEnglishthenmightcontainthe
following:
ship/sheep;lip/leap;hip/heap;dip/deep

Learnersfromotherlanguage backgroundshave variousproblemsdifferentiatingbetweenpairslike
thin/tin;
lake/rake;pin/bin;wine/vine;sing/sink;pool/pull,etc.Youcan easilyprepare yourownminimal-pairlist
inthe followingway:
1. Make up a short listof word pairs,selectingwordswhichthe studentsalreadyknow,if possible.
Remembertochoose wordpairsthat containonlyone differentsound.Askyourself:
• Doesitchange the meaningof the wordif thissoundis notpronouncedcorrectly?
• Are yourstudentshavingtrouble pronouncingthissound?
• Do the wordpairs matchexactlyexceptforthisone special sound?
7 2. Now,model the wordsforyourstudents,pronouncingthemfirstindividuallyandtheninpairs.Ask
the studentstorepeatafteryou.In thisway,theycan learnto hear themcorrectlyandto say them
correctly.(Forbeginningstudentsitishelpful tohave visual aidstoillustratethe words.)
[Charades]
Practice gettingthe meaningof wordsandphrasesacross throughdemonstratingandacting,an
important
and useful technique forthismethod.Youcan practice byplayinga variationof charadeswithyour
colleaguesasfollows:
1. Choose vocabularyitems,phrases,orexpressionsthatare inthe classroomtextor curriculumyouuse
(insteadof movie orbooktitles).
2. Playwithtwo teams,A and B. Each team writeswords,phrases,etc.,onsmall piecesof paper(one
itemperpiece of paper).
3. Playersfoldthe piecesof papersothat theycan’tbe read,and putthemin twosmall containers —
a hat or box,for example.
4. One personfromTeamA choosesa piece of paperfromTeamB’s piecesof paper.He or she then
has three minutestoact outthe meaningof whatiswrittenonthe paperfor hisor her ownteam
mates.The objectisfor the team toguessthe word that iswrittenonthe paperwithinthe three-minute
time limit.If he orshe succeeds,thenthatplayer’steamgetsone point.
5. Then,it isTeam B’s turnto have a representativetake apiece of paperfromTeam A’scollectionand
act it out forhis or herteam.The meaningcanbe communicatedinanywayexceptbyspeaking,
writing,orpointingtothe objectitself.
[Endof LessonMaterials]
Transcript
 1. AUDIOLINGUAL METHOD BY JESLER GARCIA
 2. AUDIOLINGUAL METHOD This method was widely used in the United States and other
countries in the 1950´s and 1960´s. This method says that language is a process of habbit
formation.
 3. AUDIOLINGUAL METHOD
o Behaviorism, including the following principles:
o Mistakes are bad and should be avoided, as they make bad habits.
o Language skills are learned more effectively if they are presented orally first, then in written
form.
o Possive reinforcement helps students to develop correct habits.
THEORY OF LEARNING
 4. AUDIOLINGUAL METHOD
o Accurate pronunciation and grammar.
o Ability to respond quickly and accurately in speech situations.
o Knowledge of sufficient vocabulary to use with grammar patterns.
THE OBJECTIVES OF THIS METHOD.
 5. AUDIOLINGUAL METHOD DIALOGUES TYPES OF LEARNING TECHNIQUES AND
ACTIVITIES. DRILLS
 6. AUDIOLINGUAL METHOD PROCEDURES IN A AUDIOLINGUAL CLASS.
o Student hears a model dialogue.
o Student repeats each line of the dialogue.
o Certain key words or phrases may be changed in the dialogue.
o Key structures from the dialogue serveas the basic for pattern drills of different kinds.

o The student practices substitutions in the pattern drills.
Total Physical Response
Background
Learning
hypotheses
Objectives Learner roles Procedure
Theory of
language
Bio-Programme The syllabus Teacher roles Conclusion
Theory of learning Brain Laterization
Learning and
teaching activities
The role of
instructural
materials
Reduction of stress
Background
Total Physical Response (TPR) is a language teaching method built around the coordination of
speech and action; it attempts to teach language through physical (motor) activity. Developed by
James Asher, a professor of psychology at San Jose State University, California, it draws on
several traditions, including developmental psychology, learning theory, and humanistic
pedagogy, as well as on language teaching procedures proposed by Harold and Dorothy Palmer
in 1925. Let us briefly consider these precedents to Total Physical Response.
Total Physical Response is linked to the "trace theory " of memory in psychology, which holds
that the more often or the more intensively a memory connection is traced, the stronger the
memory association will be and the more likely it will be recalled. Retracing can be done
verbally (e.g., by rote repetition) and/or in association with motor activity.
Combined tracing activities, such as verbal rehearsal accompanied by motor activity, hence
increase the probability of successful recall.
In a developmental sense, Asher sees successful adult second language learning as a parallel
process to child first language acquisition. He claims that speech directed to young children
consists primarily of commands, which children respond to physically before they begin to
produce verbal responses. Asher feels adults should recapitulate the processes by which children
acquire their mother tongue.
Asher shares with the school of humanistic psychology a concern for the role of affective
(emotional) factors in language learning. A method that is undemanding in terms of linguistic
production and that involves gamelike movements reduces learner stress, he believes, and creates
a positive mood in the learner, which facilitates learning.
Asher's emphasis on developing comprehension skills before the learner is taught to speak links
him to a movement in foreign language teaching sometimes referred to as the Comprehension
Approach (Winitz 1981). This refers to several different comprehension-based language teaching
proposals, which share the belief that (a) comprehension abilities precede productive skills in
learning a language; (b) the teaching of speaking should be delayed until comprehension skills
are established; (c) skills acquired through listening transfer to other skills; (d) teaching should
emphasize meaning rather than form; and (e) teaching should minimize learner stress.
The emphasis on comprehension and the use of physical actions to teach a foreign language at an
introductory level has a long tradition in language teaching.
Approach

Theory of language
Asher does not directly discuss the nature of language or how languages are organized. However,
the labeling and ordering of TPR classroom drills seem to be built on assumptions that owe much
to structuralist or grammar-based views of language. Asher states that "most of the grammatical
structure of the target language and hundreds of vocabulary items can be learned from the
skillful use of the imperative by the instructor" (1977: 4). He views the verb, and particularly the
verb in the imperative, as the central linguistic motif around which language use and learning are
organized.
Asher sees language as being composed of abstractions and non-abstractions, with non-
abstractions being most specifically represented by concrete nouns and imperative verbs. He
believes that learners can acquire a "detailed cognitive map" as well as "the grammatical
structure of a language" without recourse to abstractions.
Abstractions should be delayed until students have internalized a detailed cognitive map of the
target language. Abstractions are not necessary for people to decode the grammatical structure of
a language. Once students have internalized the code, abstractions can be introduced and
explained in the target language.
This is an interesting claim about language but one that is insufficiently detailed to test. For
example, are tense, aspect, articles, and so forth, abstractions, and if so, what sort of "detailed
cognitive map" could be constructed without them?
Despite Asher's belief in the central role of comprehension in language learning, he does not
elaborate on the relation between comprehension, production, and communication (he has no
theory of speech acts or their equivalents, for example), although in advanced TPR lessons
imperatives are used to initiate different speech acts, such as requests ("John, ask Mary to walk
to the door"), and apologies ("Ned, tell Jack you're sorry").
Asher also refers in passing to the fact that language can be internalized as wholes or chunks,
rather than as single lexical items, and, as such, links are possible to more theoretical proposals
of this kind, as well as to work on the role of prefabricated patterns in language learning and
language use Asher does not elaborate on his view of chunking, however, nor on other aspects of
the theory of language underlying Total Physical Response. We have only clues to what a more
fully developed language theory might resemble when spelled out by Asher and his supporters.
Theory of learning
Asher's language learning theories are reminiscent of the views of other behavioral
psychologists. For example, the psychologist Arthur Jensen proposed a seven-stage model to
describe the development of verbal learning in children. The first stage he calls Sv-R type
learning , which the educational psychologist John DeCecco interprets as follows:
In Jensen's notation, Sv refers to a verbal stimulus—a syllable, a word, a phrase, and so on. R
refers to the physical movements the child makes in response to the verbal stimulus (or Sv). The
movement may involve touching, grasping, or otherwise manipulating some object. For example,
mother may tell Percival (age 1) to get the ball, and Percival, distinguishing the sound "ball"
from the clatter of other household noises, responds by fetching the ball and bringing it to his
mother. Ball is the Sv (verbal stimulus), and Percival's action is the response. At Percival's age,
children respond to words about four times faster than they respond to other sounds in their
environment. It is not clear why this is so, but it is possible that the reinforcing effects of making
proper responses to verbal stimuli are sufficiently strong to cause a rapid development of this
behavior. Sv-R learning represents, then, the simplest form of verbal behavior.
This is a very similar position to Asher's view of child language acquisition. Although learning
psychologists such as Jensen have since abandoned such simple stimulus-response models of

language acquisition and development, and although linguists have rejected them as incapable of
accounting for the fundamental features of language learning and use, Asher still sees a stimulus-
response view as providing the learning theory underlying language teaching pedagogy. In
addition, Asher has elaborated an account of what he feels facilitates or inhibits foreign language
learning. For this dimension of his learning theory he draws on three rather influentiallearning
hypotheses :
1. There exists a specific innate bio-program for language learning, which defines an
optimal path for first and second language development.
2. Brain lateralization defines different learning functions in the left- and right-brain
hemispheres.
3. Stress (an affective filter) intervenes between the act of learning and what is to be learned;
the lower the stress, the greater the learning.
Let us consider how Asher views each of these in turn.
1. THE BIO-PROGRAM
Asher's Total Physical Response is a "Natural Method" inasmuch as Asher sees first and second
language learning as parallel processes. Second language teaching and learning should reflect the
naturalistic processes of first language learning. Asher sees three processes as central,
(a) Children develop listening competence before they develop the ability to speak. At the early
stages of first language acquisition they can understand complex utterances that they cannot
spontaneously produce or imitate. Asher speculates that during this period of listening, the
learner may be making a mental "blueprint" of the language that will make it possible to produce
spoken language later,
(b) Children's ability in listening comprehension is acquired because children are required to
respond physically to spoken language in the form of parental commands,
(c) Once a foundation in listening comprehension has been established, speech evolves naturally
and effortlessly out of it. As we noted earlier, these principles are held by proponents of a
number of other method proposals and are referred to collectively as a Comprehension
Approach.
Parallel to the processes of first language learning, the foreign language learner should first
internalize a "cognitive map" of the target language through listening exercises. Listening should
be accompanied by physical movement. Speech and other productive skills should come later.
The speech-production mechanisms will begin to function spontaneously when the basic
foundations of language are established through listening training. Asher bases these
assumptions on his belief in the existence in the human brain of a bio-program for language,
which defines an optimal order for first and second language learning.
A reasonable hypothesis is that the brain and nervous system are biologically programmed to
acquire language ... in a particular sequence and in a particular mode. The sequence is listening
before speaking and the mode is to synchronize language with the individual's body.
2. BRAIN LATERALIZATION
Asher sees Total Physical Response as directed to right-brain learning, whereas most second
language teaching methods are directed to left-brain learning. Asher refers to neurological
studies of the brains of cats and studies of an epileptic boy whose corpus callosum was surgically
divided. Asher interprets these as demonstrating that the brain is divided into hemispheres
according to function, with language activities centralized in the right hemisphere. Drawing on

work by Jean Piaget, Asher holds that the child language learner acquires language through
motor movement - a right-hemisphere activity. Right-hemisphere activities must occur before the
left hemisphere can process language for production. Similarly, the adult should proceed to
language mastery through right-hemisphere motor activities, while the left hemisphere watches
and learns. When a sufficient amount of right-hemisphere learning has taken place, the left
hemisphere will be triggered to produce language and to initiate other, more abstract language
processes.
3. REDUCTION OF STRESS
An important condition for successful language learning is the absence of stress. First language
acquisition takes place in a stress-free environment, according to Asher, whereas the adult
language learning environment often causes considerable stress and anxiety. The key to stress-
free learning is to tap into the natural bio-program for language development and thus to
recapture the relaxed and pleasurable experiences that accompany first language learning. By
focusing on meaning interpreted through movement, rather than on language forms studied in the
abstract, the learner is said to be liberated from self-conscious and stressful situations and is able
to devote full energy to learning.
Design
Objectives
The general objectives of Total Physical Response are to teach oral proficiency at a beginning
level. Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills.
A TPR course aims to produce learners who are capable of an uninhibited communication that is
intelligible to a native speaker. Specific instructional objectives are not elaborated, for these will
depend on the particular needs of the learners. Whatever goals are set, however, must be
attainable through the use of action-based drills in the imperative form.
The syllabus
The type of syllabus Asher uses can be inferred from an analysis of the exercise types employed
in TPR classes. This analysis reveals the use of a sentence-based syllabus, with grammatical and
lexical criteria being primary in selecting teaching items. Unlike methods that operate from a
grammar-based or structural view of the core elements of language, Total Physical Response
requires initial attention to meaning rather than to the form of items. Grammar is thus taught
inductively. Grammatical features and vocabulary items are selected not according to their
frequency of need or use in target language situations, but according to the situations in which
they can be used in the classroom and the ease with which they can be learned.
The criterion for including a vocabulary item or grammatical feature at a particular point in
training is ease of assimilation by students. If an item is not learned rapidly, this means that the
students are not ready for that item. Withdraw it and try again at a future time in the training
program.
Asher also suggests that a fixed number of items be introduced at a time, to facilitate ease of
differentiation and assimilation. "In an hour, it is possible for students to assimilate 12 to 36 new
lexical items depending upon the size of the group and the stage of training". Asher sees a need
for attention to both the global meaning of language as well as to the finer details of its
organization.
The movement of the body seems to be a powerful mediator for the understanding, organization
and storage of macro-details of linguistic input. Language can be internalized in chunks, but
alternative strategies must be developed for fine-tuning to macro-details.

A course designed around Total Physical Response principles, however, would not be expected
to follow a TPR syllabus exclusively.
We are not advocating only one strategy of learning. Even if the imperative is the major or minor
format of training, variety is critical for maintaining continued student interest. The imperative is
a powerful facilitator of learning, but it should be used in combination with many other
techniques. The optimal combination will vary from instructor to instructor and class to class.
Types of learning and teaching activities
Imperative drills are the major classroom activity in Total Physical Response. They are typically
used to elicit physical actions and activity on the part of the learners. Conversational dialogues
are delayed until after about 120 hours of instruction. Asher's rationale for this is that "everyday
conversations are highly abstract and disconnected; therefore to understand them requires a
rather advanced internalization of the target language". Other class activities include role plays
and slide presentations. Role plays center on everyday situations, such as at the restaurant,
supermarket, or gas station. The slide presentations are used to provide a visual center for teacher
narration, which is followed by commands, and for questions to students, such as "Which person
in the picture is the salesperson?". Reading and writing activities may also be employed to
further consolidate structures and vocabulary, and as follow-ups to oral imperative drills.
Learner roles
Learners in Total Physical Response have the primary roles of listener and performer. They
listen attentively and respond physically to commands given by the teacher. Learners are
required to respond both individually and collectively. Learners have little influence over the
content of learning, since content is determined by the teacher, who must follow the imperative-
based format for lessons. Learners are also expected to recognize and respond to novel
combinations of previously taught items:
Novel utterances are recombinations of constituents you have used directly in training. For
instance, you directed students with 'Walk to the table!' and 'Sit on the chair!'. These are familiar
to students since they have practiced responding to them. Now, will a student understand if you
surprise the individual with an unfamiliar utterance that you created by recombining familiar
elements (e.g. 'Sit on the table!').
Learners are also required to produce novel combinations of their own. Learners monitor and
evaluate their own progress. They are encouraged to speak when they feel ready to speak - that
is, when a sufficient basis in the language has been internalized.
Teacher roles
The teacher plays an active and direct role in Total Physical Response. "The instructor is the
director of a stage play in which the students are the actors". It is the teacher who decides what to
teach, who models and presents the new materials, and who selects supporting materials for
classroom use. The teacher is encouraged to be well prepared and well organized so that the
lesson flows smoothly and predictably. Asher recommends detailed lesson plans: “It is wise to
write out the exact utterances you will be using and especially the novel commands because the
action is so fast-moving there is usually not time for you to create spontaneously". Classroom
interaction and turn taking is teacher rather than learner directed. Even when learners interact
with other learners it is usually the teacher who initiates the interaction:
Teacher: Maria, pick up the box of rice and hand it to Miguel and ask Miguel to read the price.
Asher stresses, however, that the teacher's role is not so much to teach as to provide
opportunities for learning. The teacher has the responsibility of providing the best kind of
exposure to language so that the learner can internalize the basic rules of the target language.

Thus the teacher controls the language input the learners receive, providing the raw material for
the "cognitive map" that the learners will construct in their own minds. The teacher should also
allow speaking abilities to develop in learners at the learners' own natural pace.
In giving feedback to learners, the teacher should follow the example of parents giving feedback
to their children. At first, parents correct very little, but as the child grows older, parents are said
to tolerate fewer mistakes in speech. Similarly teachers should refrain from too much correction
in the early stages and should not interrupt to correct errors, since this will inhibit learners. As
time goes on, however, more teacher intervention is expected, as the learners' speech becomes
"fine tuned."
Asher cautions teachers about preconceptions that he feels could hinder the successful
implementation of TPR principles. First, he cautions against the "illusion of simplicity," where
the teacher underestimates the difficulties involved in learning a foreign language. This results in
progressing at too fast a pace and failing to provide a gradual transition from one teaching stage
to another. The teacher should also avoid having too narrow a tolerance for errors in speaking.
You begin with a wide tolerance for student speech errors, but as training progresses, the
tolerance narrows.... Remember that as students progress in their training, more and more
attention units are freed to process feedback from the instructor. In the beginning, almost no
attention units are available to hear the instructor's attempts to correct distortions in speech. All
attention is directed to producing utterances. Therefore the student cannot attend efficiently to
the instructor's corrections.
The role of instructional materials
There is generally no basic text in a Total Physical Response course. Materials and realia play an
increasing role, however, in later learning stages. For absolute beginners, lessons may not require
the use of materials, since the teacher's voice, actions, and gestures may be a sufficient basis for
classroom activities. Later the teacher may use common classroom objects, such as books, pens,
cups, furniture. As the course develops, the teacher will need to make or collect supporting
materials to support teaching points. These may include pictures, realia, slides, and word charts.
Asher has developed TPR student kits that focus on specific situations, such as the home, the
supermarket, the beach. Students may use the kits to construct scenes (e.g., "Put the stove in the
kitchen").
Procedure
Asher provides a lesson-by-lesson account of a course taught according to TPR principles, which
serves as a source of information on the procedures used in the TPR classroom. The course was
for adult immigrants and consisted of 159 hours of classroom instruction. The sixth class in the
course proceeded in the following way:
Review. This was a fast-moving warm-up in which individual students were moved with
commands such as: Pablo, drive your car around Miako and honk your horn.
Jeffe, throw the red flower to Maria.
Maria, scream.
Rita, pick up the knife and spoon and put them in the cup.
Eduardo, take a drink of water and give the cup to Elaine.
New commands. These verbs were introduced.
wash your hands,

your face,
your hair,
the cup.
look for
a towel,
the soap,
hold
a comb.
the book,
the cup,
the soap.
comb
your hair.
Maria's hair.
Shirou's hair.
brush
your teeth,
your pants,
the table.
Other items introduced were:
Rectangle
Draw a rectangle on the chalkboard.
Pick up a rectangle from the table and
give it to me.
Put the rectangle next to the square.
Triangle
Catch the triangle and put it next to the
rectangle.
Pick up the triangle from the table and
give it to me.
Quickly
Walk quickly to the door and hit it.
Quickly, run to the table and touch the
square.
Sit down quickly and laugh.
Slowly
Walk slowly to the window and jump.
Slowly, stand up.
Slowly walk to me and hit me on the
arm.
Toothpaste
Look for the toothpaste.
Throw the toothpaste to Wing.
Wing, unscrew the top of the
toothpaste.
Next, the instructor asked simple questions which the student could answer with a gesture such
as pointing. Examples would be:
Where is the towel? [Eduardo, point to the towel!]
Where is the toothbrush? [Miako, point to the toothbrush!]
Where is Dolores?
Role reversal. Students readily volunteered to utter commands that manipulated the behavior of
the instructor and other students....
Reading and writing. The instructor wrote on the chalkboard each new vocabulary item and a
sentence to illustrate the item. Then she spoke each item and acted out the sentence. The
students listened as she read the material. Some copied the information in their notebooks.

Conclusion
Total Physical Response is in a sense a revival and extension of Palmer and Palmer's English
Through Actions, updated with references to more recent psychological theories. It has enjoyed
some popularity because of its support by those who emphasize the role of comprehension in
second language acquisition. Krashen (1981), for example, regards provision of comprehensible
input and reduction of stress as keys to successful language acquisition, and he sees performing
physical actions in the target language as a means of making input comprehensible and
minimizing stress (see Chapter 9). The experimental support for the effectiveness of Total
Physical Response is sketchy (as it is for most methods) and typically deals with only the very
beginning stages of learning. Proponents of Communicative Language Teaching would question
the relevance to real-world learner needs of the TPR syllabus and the utterances and sentences
used within it. Asher himself, however, has stressed that Total Physical Response should be used
in association with other methods and techniques. Indeed, practitioners of TPR typically follow
this recommendation, suggesting that for many teachers TPR represents a useful set of
techniques and is compatible with other approaches to teaching. TPR practices therefore may be
effective for reasons other than those proposed by Asher and do not necessarily demand
commitment to the learning theories used to justify them.

Method edl 221

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