Volume 02 Issue 05-2022
29
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
29-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses audio lingual learning style, its history of origin, its advantages and place in teaching as well as
its shortcomings.
KEYWORDS
Listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action
research.
INTRODUCTION
Listening is one of the four basic skills in learning a
foreign language besides listening, reading, and
writing. It has been taught since the students entered
a junior high school, however, there are some
difficulties faced by vocational school students to
listen to the recording. After doing observation, some
teachers say that they still have difficulties to teach
listening to students since students are not able to
express what are on their minds because their lack of
actual language. To help the teachers in teaching
listening to students, teachers may use an interesting
teaching method to present their teaching materials
that also help them in creating a fun class. One of the
alternative methods is Audio-lingual teaching method.
The concepts of Audio-Lingual Method. Using
contrastive The Audio-lingual Method, also known as
the aural-oral, Functional skills, new key or American
method of language teaching was considered a
“scientific” approach to language teaching. Many
people, across the world, showed an intense and
abiding interest in modern languages. Dissatisfaction
with the traditional methods, their validity, and
Research Article
AUDIO-LINGUAL METHOD IN TEACHING LANGUAGE AND ITS BENEFITS
AND DRAWBACKS
Submission Date:
May 09, 2022,
Accepted Date:
May 18, 2022,
Published Date:
May 30, 2022
Crossref doi:
https://doi.org/10.37547/ijll/Volume02Issue05-06
Shovkieva Shohida Bobosher Kizi
Uzbek State Institute of Arts and Culture, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 05-2022
30
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
29-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
adequacy, especially with their treatment of spoken
language led to the birth of the Audio-lingual method
which is based on the aural-oral approach. It put the
accent on the acquisition of oral language skills
through oral practice based on repetition and analogy.
Audio-lingual theory is derived from linguistics and
psychology. It is a combination of structural linguistics
theory, contrastive analysis, aural-oral procedures, and
behaviorist psychology.
The Audio-lingual method, like the direct method, is
also an oral approach. However, it is very different in
that rather than emphasizing vocabulary acquisition
through exposure to its use in situations, the Audio-
lingual method drills students in the use of
grammatical sentence patterns . They added that it
was thought that the way to acquire the sentence
patterns of the target language was through
conditioning helping learners to respond correctly to
stimuli through shaping and reinforcement. Thus, the
audio lingual method refers to the method that it is
compressed on the chain drill to mastery the target
language by memorizing and repeat, and the
wrongness of speaking is avoided. In audio-lingual
activities are presented not only in drilling short
patterns, but also in varieties of dialogues, which
students have to listen to, repeat and memorize.
Dialogues provide for students the structure and idea
of how to use some types of patterns in some sort of
situations. Usually dialogues illustrate socio-cultural
situations of a target language, such as greeting,
opinion exchanges, likes or dislikes, standard safe
topics (weather, hobbies…etc.) that help students to
memorize which utterance is suitable for each
situation. By repeating and memorizing whole
dialogue or some specific parts of it, learners should
emphasize on proper pronunciation, intonation,
stress and rhythm usage. Brown stated that the audio
lingual method was firmly grounded in linguistic and
psychological theory. He added it is advocated
conditioning and habit-formation models of learning
that were perfectly married with the mimicry drills and
pattern practices of audio lingual methodology.
The Technique of Audio Lingual Method . The audio
lingual method is an approach that is emphasized the
vocabulary and is trained the grammatical sentence
pattern based on the context and without error. It was
believed that much practice of the dialogues would
develop oral language proficiency or based on the
ability or the qualification of speaking. Larsen-
Freeman provides expanded descriptions of some
common or typical techniques closely associated with
the Audio lingual Method. Dialogs memorization :
Students memorize an opening dialog using mimicry
and applied role playing. Backward Build-up
(Expansion Drill): Teacher breaks a line into several
parts; students repeat each part starting at the end
of the sentence and “expanding” backwards
through the sentence, adding each part in sequence.
Repetition drill: Students repeat teacher’s model as
quickly and accurately as possible. Chain drill : Students
ask and answer each other one by one in a circular
chain around the classroom. Single-slot Substitution
drill: Teacher states a line from the dialogue, and then
uses a word or phrase as a “cue” that students, when
repeating the line, must substitute into the sentence in
the correct place. Multiple-slot Substitution drill: Same
as the single slot drill, except that there are multiple
cues to be substituted into the line. Transformation
drill.: Teacher provides a sentence that must be turned
into something else, for example a question to be
turned into a statement, an active sentence to be
turned into negative statement, etc.Question and
Answer drill :Students should answer or ask questions
very quickly. Use Minimal Pairs Analysis: teacher
selects a pair of words that sound identical except for
a single sound that typically poses difficulty for the
Volume 02 Issue 05-2022
31
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
29-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
learners-students are to pronounce and differentiate
the two words. Complete the dialog: Selected words
are erased from a line in the dialog-students must
find and insert. Grammar games: Various games
designed to practice a grammar point in context, using
lots of repetition.
There are many advantages of this method. This
method helps the students learn and develop listening
and speaking skills quite efficiently. Visual aids help in
the enrichment of vocabulary. This method is very easy
and convenient to teach large group of students.
Correct pronunciation and structures are learnt easily.
In spite of the above mentioned advantages, it has
certain drawbacks also. This method does not help in
developing
communication
competence.
The
students’ exposure to the vastness of language
remains just quite limited. This method does not
encourage students to reflect on the meaning of
words; their knowledge remains limited to sounds of
words. Reading and writing skills remain neglected. It
is a mechanical method relying more on drill sand
memorization. The students are mere passive learners.
ALM started to be criticized in the 1960s from different
sources: first, between 1966 and 1972 Chomsky
initiated a prolonged and heated debate on the
method ’s language and learning principles. Secondly,
it was found that the ALM didn’t act as the panacea for
teachers who started to complain that not all their
needs were met by this method. In addition, students
expressed their dissatisfaction with the mechanical
drills in classes and called them tedious and tiresome.
They complained that what they acquired was more
like parroting and less like real communication the
required outside of their classrooms. For these
reasons, since 1970 audio- lingual as a method came to
its end, even though parts of it still continue to be used
in the modern language teaching methods.
Advantages of A-L Method :
•
This method is teacher-dominated. Teacher's
role is very important.
•
Main focus is on Listening and Speaking skills.
•
The method can be used for a larger group of
learners.
•
This method demands pattern practice, drilling
and memorization.
Disadvantages of Audio-lingual method :
•
No heed on communicative competence.
•
Main focus is on language form, not on
meaning.
•
The learner assumes a passive role during the
learning process.
•
There is no equal focus on all the four skills.
CONCLUSION
This extensive memorization, repetition and over-
learning of patterns were the key to the method’s
success, as students could often see immediate results,
but it was also its weakness. It was discovered that
language was not acquired through a process of habit
formation. The method’s insistence on repetition and
memorization of standard phrases ignored the role of
context and knowledge in language learning. As the
study of linguistics developed, it was discovered that
language was not acquired through a process of habit
formation, and that errors were not necessarily bad.
REFERENCES
1.
Wagner, A., Bajsić, I., Fajdiga, M. (2004).
Measurement of the surface-temperature field in
a fog lamp using resistance-based temperature
Volume 02 Issue 05-2022
32
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
29-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
detectors. Strojniški vestnik – Journal of
Mechanical Engineering, vol. 50, no. 2, p. 72-79.
2.
Boguslawski, L. (2004). Influence of pressure
fluctuations distribution on local heat transfer
on flat surface impinged by turbulent free jet.
Proceedings of International Thermal Science
Seminar II, Bled, June 13.-16.2004.
3.
Muhs, D. et al. (2003). Roloff/Matek mechanical
parts, 16th ed. Wiesbaden: Vieweg Verlag,. 791
p. (In German). ISBN 3-528-07028-5.
4.
ISO/DIS 16000-6.2 (2002) Indoor Air - Part 6:
Determination of Volatile Organic Compounds in
Indoor and Chamber Air by Active Sampling on
TENAX TA Sorbent, Thermal Desorption and Gas
Chromatography using MSD/FID.
Geneva,
International
Organization
for
Standardization.
5.
Goon, B. (2005). Effects of excessive drinking
on sport participation. Retrieved on 7. 8. 2006,
from http://www.excessive_ drinking.com
