Audio-lingual method

  • the audio-lingual method, army method, or new key,[1] is a method used in teaching foreign languages. it is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. the correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.[2]

    this approach to language learning was similar to another, earlier method called the direct method.[3] like the direct method, the audio-lingual method advised that students should 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 did not 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, it 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. 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 the desired response 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 carpenter 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 recite the basic sentence patterns and grammatical structures. the students were given only “enough vocabulary to make such drills possible.” (richards, j.c. et-al. 1986). fries later included principles of behavioural psychology, as developed by b.f. skinner, into this method.[citation needed]

  • oral drills
  • examples
  • historical roots
  • in practice
  • fall from popularity
  • in recent years
  • main features
  • techniques
  • emphasizing the audio
  • aims
  • advantages
  • disadvantages
  • references
  • external links

The audio-lingual method, Army Method, or New Key,[1] is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.[2]

This approach to language learning was similar to another, earlier method called the direct method.[3] Like the direct method, the audio-lingual method advised that students should 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 did not 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, it 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. 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 the desired response 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 Carpenter 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 recite the basic sentence patterns and grammatical structures. The students were given only “enough vocabulary to make such drills possible.” (Richards, J.C. et-al. 1986). Fries later included principles of behavioural psychology, as developed by B.F. Skinner, into this method.[citation needed]