Subject : English Academic year :

Level : 3rd year EE 2023/2024

Teacher : Koubaa Ikram

1. The Audio-lingual Method

1.1 Introduction:
- The Audiolingual Method (ALM) is a language teaching method that gained prominence in the 1950s,
particularly in the United States, as a response to the need for rapid language training during World War II.
- It is mainly based on two different theories: structural linguistics (all elements of language were thought to
be linearly produced in a structural and rule-governed way + different linguistic levels were thought of as systems
within systems to form a pyramidal structure) and behaviorist theory (every behavior can be divided into stimulus
and stimulus response + every behavior can be controlled through a system of rewards and punishments).

1.2 Characteristics of ALM:

- It relies on a system of habit formation through repetition and drills.
- The main focus is placed primarily on listening and speaking. Then, reading and writing.
- The students are expected to memorize blocks of dialogue while focusing on correct pronunciation, rhythm,
and intonation.
- Lessons typically involve structured dialogues aiming to enable learners to accurately learn the language.
- Grammar is taught without conscious grammatical instruction (inductive teaching rather than direct/explicit).
- The use of the mother tongue in class is prohibited. Only target language use is encouraged to stimulate
forming new habits in the target language while overcoming old habits in the native language.
- Mistakes are not tolerated in order to avoid flawed habit formation and are immediately corrected.

1.3 Teacher’s role and learner’s role:

Teacher’s role Learner’s role

- Monitors all student interaction. - Respond to the stimuli: reactive

- Directs all learning activities and controls the pace - Accurately imitate/mimic the model.
of the lesson. - Not encouraged to initiate speech independently.
- Lessons are teacher-centered. - Active listener.
- Provides all information: they are the sole source of - Responding to and performing controlled tasks.
information.
- They are considered as the model for the target
language.

1.4 Materials used:

- Tape recorders and audiovisual equipment often have central roles in audiolingual lessons. If the teacher is
not a native speaker of the target language, then tape recorders provide an excellent model for native
pronunciation which is the ultimate learning goal.

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 Subject : English Academic year :
Level : 3rd year EE 2023/2024
Teacher : Koubaa Ikram

- A language laboratory is a specialized classroom space equipped with audio and visual technology designed
to enhance language learning. These laboratories facilitate practicing both skills of listening and speaking.
Typically, students use headsets to listen to recorded dialogues or language exercises.
- A student textbook is often not used in the elementary stages of learning as it might distract the learners
from the main focus of the lesson which is the oral skills. Exposure to any written text will hinder the process
of listening, repeating, and responding to stimuli. The teacher, on the other hand, can have access to a
teacher’s book which will contain the sequencing of the lesson, the dialogues, the drills, and all other practice
activities.

1.5 Techniques:

• Repetition/ choral drill: The teacher reads a sentence and the students repeat.
e.g: Teacher: The cat is under the table. => Students: The cat is under the table.

• Backward build-up drill (back chaining): The teacher reads the last part of the sentence then works up to
a full sentence.
e.g: table => red table => old red table => the old red table.

• Expansion drill: The teacher reads the main structure first and students repeat. Then, the teacher provides
the cues (new words) to be added and students must put them in their proper places within the sentence.
e.g: Teacher: We know him. => Students: We know him.
Teacher: Well! => Students: We know him well.

• Single-slot substitution drill: The teacher reads a sentence, then calls out only one cue word. The students
must recognize the nature of the word and know which word from the original sentence will it replace.
Then, they read the new sentence.
e.g: Teacher: The boy is sitting on the table. => Students: The boy is sitting on the table.
Teacher: chair => Students: The boy is sitting on the chair.

• Multiple-slot substitution drill: The teacher reads multiple cues that students must use as substitutions in
the sentence. Then, they read the new sentence.
e.g: Teacher: The cat is under the table. => Students: The cat is under the table.
Teacher: dog // chair => Students: The dog is under the chair.

• Transformation drill: The teacher reads a cue instruction and students must transform the sentence in
some way specified by the teacher. This could be changing the verb tense, changing an affirmative
sentence to a negative sentence, switching words, or changing the register of a sentence.
e.g: Teacher: The house is on fire. Negative form! => Students: The house is not on fire.

• Chain drill: Students ask and answer questions in a highly structured exchange. They go one by one until
a ‘chain’ of dialogue is constructed.
e.g: Student 1: Where is the cat? Student 2: The cat is under the table.
Student 2: Where is the cat? Student 3: The cat is under the table.

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 Subject : English Academic year :
Level : 3rd year EE 2023/2024
Teacher : Koubaa Ikram

• Memorization: Learners memorize short texts (mainly scripted dialogues or sometimes lyrics of a song),
which serve as models for conversations (internalizing vocabulary and grammatical structures). Then, the
teacher erases some words from the dialogue and students must recall them by filling the blanks with the
suitable words.

• Question & answer drill: The teacher provides a model for a question and its answer. Then, they ask the
learners to either ask questions or provide answers following their cues.
e.g: Teacher: Did you go to the cinema last night? Yes, I went to the cinema last night.
Teacher: Did you go to the beach last night? => Students: Yes, I went to the beach last night.

• Grammar games: These are designed to get students to practice a grammar point within a context. Students
are able to express themselves in a limited way.
e.g: The alphabet game: “you went into the supermarket, you found ..” students must name things that
start with ‘A’ then ‘B’ etc. This game enhances their knowledge of word spelling; the focus is on how
words are written not how do they sound (like Carrot: it sounds /k/ but is written with a ‘C’.)
- Minimal pairs: these are words that only differ in one sound like “chip/cheap” or “fame/same”.

1.6 Limitations:
- Students were often found to be unable to transfer skills acquired through ALM to real communication
outside the classroom.
- Using only ALM in language classes can be boring and unmotivating because students are only reactive.
- Grammar is an essential part of language learning and novice learners need direct and explicit explanations
of the target language’s rule.
- It places disproportionate emphasis on listening and speaking skills at the expense of reading and writing.
This imbalance can hinder overall language proficiency as all skills are important to reach an advanced level
of language use.
- ALM heavily relies on memorization and repetitive drills, which can lead to students reproducing language
patterns without really understanding. Hence, students failing to generate spontaneous speech (fluency) in
unstructured and uncontrolled situations.