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The Audio-Lingual Method

INTRODUCTION

plu’ Audio-Lingual Method, like the Direct Method we have just exam-jlli-d, is also an oral-based approach. However, it is very different in that filtlicr than emphasizing vocabulary acąuisition through exposure to its Bnc in situations, the Audio-Lingual Method drills students in the use of ■rainmatical sentence patterns. It also, unlike the Direct Method, has a ttlniig theoretical base in linguistics and psychology. Charles Fries (1945) |)l ihe University of Michigan led the way in applying principles from ■riu tural linguistics in developing the method, and for this reason, it has Łnielimes been referred to as the ‘Michigan Method.’ Later in its devel-MpiiKnt, principles from behavioral psychology (Skinner 1957) were ■t orporated. It was thought that the way to acquire the sentence pat-Mfl ns of the target language was through conditioning—helping learners B rcspond correctly to stimuli through shaping and reinforcement. Bttrnurs could overcome the habits of their native language and form the ;n\ habits required to be target language speakers.

Iii order to come to an understanding of this method, let us now enter a lllniisroom where the Audio-Lingual Method is being used. We will sit in a beginning level English class in Mali. There are thirty-four students, Irin n to fifteen years of age. The class meets for one hour a day, five y. u week.

|XPt RIENCE

■t we enter the classroom, the First thing we notice is that the students are H|ntivcly listening as the teacher is presenting a new dialog, a conversa-

I.....between rwo people. The students know they will be expected to

fVenliinlly memorize the dialog the teacher is introducing. Ali of the Mli bers instructions are in Knglish. Sontetimes she uses actions to con-u v incuning, bul not one word of the students’ native language is uttered. Alin she acts out the dialog, she says:

I 'Ali right, class. I ani going to rcpcat the dialog now. Listen carefully, tlili no talk mg please.