Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The implementation of the activities of the audiolingual
method in the language classes of the B1 level
Arofat GANIKHOJAEVA
1
Uzbek State University World Languages
ARTICLE INFO
ABSTRACT
Article history:
Received March 2025
Received in revised form
10
April 2025
Accepted 2 April 2025
Available online
25 May 2025
Traditionally associated with the early stages of language
learning, the Audiolingual Method (ALM) – grounded in
behaviorist theory and structural linguistics – deserves
renewed attention for intermediate learners, particularly those
at the B1 level according to the CEFR. This paper investigates
the application of audiolingual techniques in B1 English classes,
analyzing their effects on learners’ fluency, accuracy, and
grammatical competence. Based on classroom observations and
teacher interviews, the study reveals that structured repetition
and patterned drills remain effective, especially for mastering
more complex sentence structures. However, integrating ALM
with communicative approaches improves overall instructional
outcomes.
2181-3701/© 2025 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss5
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Audiolingual Method (ALM),
B1 level,
language learning,
intermediate learners,
CEFR,
fluency,
grammatical accuracy,
sentence structures,
repetition drills,
substitution drills,
transformation drills,
dialogue practice,
language teaching methods,
Communicative Language
Teaching (CLT),
oral fluency,
grammatical competence,
language acquisition,
classroom observations,
teaching strategies,
student engagement,
digital tools in education,
pronunciation practice,
learning effectiveness,
language skills development.
1
Teacher, Uzbek State University World Languages.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
81
B1 darajadagi talabalarning til darslarida audiolingval
usul faoliyatlarini amalga oshirish
ANNOTATSIYA
Kalit so‘zlar:
Audiolingval usul,
B1 daraja,
til o‘rganish,
o‘rta darajadagi
o‘rganuvchilar,
CEFR (Umumiy Yevropa Til
Mezoni),
erkin gapirish,
grammatik to‘g‘rilik,
gap tuzilmalari,
takrorlash mashqlari,
o‘rinbosar mashqlar,
o‘zgartirish mashqlari,
suhbat mashqlari,
til o‘qitish usullari,
kommunikativ til o‘rgatish
usuli,
og‘zaki ravonlik,
grammatik bilim darajasi,
tilni o‘zlashtirish, sinf
kuzatuvlari,
o‘qitish strategiyalari,
talabaning faolligi,
ta’limdagi raqamli vositalar,
talaffuz mashqlari,
ta’lim samaradorligi,
til ko‘nikmalarini
rivojlantirish.
An’anaviy ravishda til o‘rganishning dastlabki bosqichlari
bilan bog‘liq bo‘lgan audiolingval metod (ALM), ya’ni xatti-
harakatlar nazariyasi va strukturaviy lingvistikaga asoslangan
usul, ayniqsa CEFR tasnifiga ko‘ra B1 darajasidagi o‘rta bosqich
o‘quvchilari uchun qayta e’tiborga loyiqdir. Ushbu maqolada
audiolingval texnikalarning B1 darajasidagi ingliz tili darslarida
qanday
qo‘llanilayotgani
o‘rganiladi
hamda
ularning
o‘quvchilarning so‘zlashuvdagi ravonligi, aniqligi va grammatik
bilimlariga qanday ta’sir ko‘rsatishi tahlil qilinadi. Sinf
kuzatuvlari va o‘qituvchilar bilan suhbatlar asosida olib
borilgan tadqiqot shuni ko‘rsatadiki, tuzilgan takrorlash
mashqlari va andozali drillar hanuzgacha samarali bo‘lib,
ayniqsa murakkabroq gap tuzilmalarini egallashda foydalidir.
Biroq, ALM usulini kommunikativ yondashuvlar bilan
birlashtirish umumiy o‘qitish natijadorligini yanada oshiradi.
Реализация деятельности аудиолингвального метода
на языковых занятиях студентов уровня B1
АННОТАЦИЯ
Ключевые слова:
Аудиолингвальный метод,
уровень B1,
изучение языка,
учащиеся среднего уровня,
CEFR (Общеевропейские
компетенции владения
иностранным языком),
беглая речь,
грамматическая точность,
структуры предложений,
упражнения на
повторение,
упражнения на
подстановку,
трансформационные
упражнения,
практика диалогов,
методы преподавания
Традиционно ассоциируемый с начальными этапами
изучения языка, аудиолингвальный метод (АЛМ),
основанный на бихевиористской теории и структурной
лингвистике, заслуживает нового внимания со стороны
преподавателей, особенно при обучении учащихся на
уровне B1 согласно CEFR. В данной статье рассматривается
применение
аудиолингвальных
техник
на
уроках
английского языка для студентов уровня B1, с акцентом на
их влияние на беглость речи, точность и грамматическую
компетенцию. На основе наблюдений в классах и интервью
с преподавателями исследование показывает, что
структурированное повторение и шаблонные упражнения
по-прежнему эффективны, особенно при усвоении более
сложных синтаксических конструкций. Однако сочетание
АЛМ с коммуникативными методами значительно
повышает общую результативность обучения.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
82
языков,
коммуникативное
обучение языку,
устная беглость,
грамматическая
компетенция,
усвоение языка,
наблюдения в классе,
стратегии преподавания,
вовлеченность студентов,
цифровые инструменты
в образовании,
практика произношения,
эффективность обучения,
развитие языковых
навыков.
INTRODUCTION
The B1 level, identified by the CEFR as an intermediate or “threshold” stage, marks
a crucial point in language development. At this level, learners are expected to engage in
everyday conversations, describe personal experiences, and share their thoughts.
Nevertheless, many students encounter persistent challenges in speaking fluently and
using grammar correctly.
While ALM is typically used at beginner levels due to its repetitive and controlled
structure, it may also be advantageous for B1 students by providing structured support.
This study explores how ALM-based tasks can be adapted for intermediate classrooms to
reinforce grammar usage and improve speaking abilities.
THEORETICAL BACKGROUND AND PREVIOUS RESEARCH
Emerging in the mid-20th century, the Audiolingual Method focuses on learning
through repetition, imitation, and reinforcement (Skinner, 1957). It became popular
during World War II in the U.S. for rapid language training (Richards & Rodgers, 2001).
Unlike traditional grammar-translation approaches, ALM prioritizes listening and
speaking over reading and writing.
Research suggests that for learners at the intermediate level, combining direct
grammar teaching with practice-based activities can help overcome persistent language
errors (Ellis, 2006). While ALM has been criticized for limiting learner creativity, it
proves useful when applied strategically – especially to address ingrained grammar and
pronunciation mistakes.
RESEARCH METHODOLOGY
This qualitative research was carried out in three language schools, with
participation from six B1-level English classes totaling 90 students. Over eight weeks,
instructors implemented four core ALM activities:
Repetition exercises
Substitution drills
Transformation drills
Dialogue practice
To evaluate the method's effectiveness, data were collected via classroom
observations, teacher interviews, student questionnaires, and pre- and post-intervention
speaking tests, focusing on oral fluency, grammar, and student attitudes.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
83
Applying ALM Activities in B1 Classrooms
Repetition Drills for Enhancing Fluency
Drills targeting key grammar structures like past simple, present perfect, and
conditional sentences were frequently used.
Example:
Teacher: “She has never been to London.”
Students: “She has never been to London.”
Such repetitive practice improved students' fluency and natural rhythm in speech.
Substitution Drills to Increase Flexibility
These exercises required students to swap sentence elements while keeping
grammar intact. Example:
Base: “I watched a movie yesterday.”
Cue:
book
→ “I read a book yesterday.”
Cue:
at the library
→ “I read a book at the library yesterday.”
This helped students develop syntactic awareness and expand vocabulary in
context.
Transformation Drills for Versatility in Expression
These drills involved changing sentence forms to reinforce grammar usage.
Examples:
Affirmative: “He is studying English.”
Negative: “He is not studying English.”
Question: “Is he studying English?”
Such activities improved learners’ ability to vary sentence structures effectively.
Dialogue Memorization and Role-Playing
Students learned and performed dialogues, later modifying them for new
situations. This transition from controlled to semi-creative use of language helped build
communicative competence and confidence.
Obstacles and Modifications
While ALM-based activities successfully strengthened grammar and pronunciation,
some students felt the tasks were overly repetitive and lacked variety. In response,
teachers:
Combined ALM with Communicative Language Teaching (CLT)
Customized dialogues to mirror real-life interactions
Incorporated digital tools (apps, audio files) to boost motivation
Educators concluded that ALM was most effective when used as a complement to
more interactive and student-centered approaches.
Findings and Interpretation
Language Gains
Post-lesson speaking assessments showed the following improvements:
20% boost in grammar accuracy
15% increase in speaking fluency
Greater confidence among learners during oral tasks
Student Feedback
Surveys revealed that:
76% found the drills useful for grammar learning
64% valued help with pronunciation
58% wanted more creative and varied activities
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
84
The results highlight that while ALM offers structure, its effectiveness is
maximized when combined with more engaging and communicative strategies.
CONCLUSION
When adapted thoughtfully, the audiolingual method remains a useful resource for
teaching intermediate learners. At the B1 level, it helps students solidify grammar
knowledge, improve pronunciation, and gain fluency. To ensure a balanced learning
experience, it should be integrated with approaches that promote interactive speaking
and student engagement. This hybrid model not only supports linguistic accuracy but
also encourages the communicative skills necessary for higher proficiency levels.
REFERENCES:
1.
Brown, H. D. (2007).
Principles of Language Learning and Teaching
. Pearson
Longman.
2.
Richards, J. C., & Rodgers, T. S. (2001).
Approaches and Methods in Language
Teaching
. Cambridge University Press.
3.
Skinner, B. F. (1957).
Verbal Behavior
. Appleton-Century-Crofts.
