1. The Audio-Lingual Method

2. Background
In the period of World War II, United States required linguists to set up special training program which would be emphasised on fast and easy foreign language acquisition.
Principles from behavioural psychology were incorporated.

3. Introduction to the Direct Method
The Oral approach was proposed by Charles Fries.
According to Fries, language should be taught by using “intensive oral drilling of its basic patterns” (Richards, J.C. et-al. 1987).
Charles Fries, director of the first English Language Institute at Michigan University

4. What are the goals of teachers who use the Audio-Lingual Method?
To use the target language communicatively and automatically.
Form new habits in the target language.

5. What is the role of the teacher?
Orchestra leader.
Directing and controlling the language behaviour of students.
A good model for imitation.

6. What is the role of the students?
Imitators.
Follow teacher’s directions.
Respond as accurately and as rapidly as possible

7. What are some characteristics of the teaching/learning process?
New vocabulary and structural patterns are presented through dialogs.
The dialogs are learned through imitation and repetition.
Drills are conducted based upon the patterns presented in the dialog.
Students' successful responses are positively reinforced.
Grammar is induced from the examples given; explicit grammar rules are not provided.
Cultural information is contextualised in the dialogs or presented by the teacher.
Students’ reading and written work is based upon the oral work they did earlier.

8. What is the nature of student-teacher interaction
What is the nature of student-teacher interaction? What is the nature of student-student interaction?
There is student-to-student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed.
Most of the interaction is between teacher and students and is initiated by the teacher.

9. How is the language viewed? How is the culture viewed?
Every language is seen as having its own unique system.
The system consists of several different levels: phonological, morphological, and syntactic. Each level has its own dis­tinctive patterns.
Everyday speech is emphasised in the Audio-Lingual Method.
The level of complexity of the speech is graded.
Culture consists of the everyday behaviour and lifestyle of the target language speakers.
Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.

10. What areas of language are emphasised
What areas of language are emphasised? What language skills are emphasised?
Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns.
The natural order of skills presentation is: listening, speaking, reading, and writing.
What students write, they have first been introduced to orally.
Pronunciation is taught from the beginning.

11. What is the role of the students’ native language?
The target language is used in the classroom not the students’ native language.
A contrastive analysis between the students’ native lan­guage and the target language will reveal where a teacher should expect the most interference.

12. How is evaluation accomplished?
Each ques­tion on the test would focus on only one point of the language at a time.
Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence.

13. How does the teacher respond to students errors?
Student errors are to be avoided if at all possible through the teacher's awareness of where the students will have difficulty and restriction of what they are taught to say.
Errors are to be corrected immediately.

14. The techniques - 1 Dialog memorisation
► Dialogs or short conversations between two people are often used to begin a new lesson.

15. The techniques - 2
Backward build-up (expansion) drill
►Teacher breaks down the line into several parts when a long line of a dialog is giving students trouble.

16. The techniques - 3 Repetition drill
►Students are asked to repeat the teacher’s model as accurately and as quickly as possible.

17. The techniques - 4 Chain drill
►The chain of conversation that forms around the room as students, one-by-one, ask and answer questions of each other.

18. The techniques - 5 Single-slot substitution drill
► The students substitute the cue into the line in its proper place.

19. The techniques - 6
Multiple-slot substitution drill
►The teacher gives cue phrases that fit into different slots in the dialog lines.

20. The techniques - 7 ► Changing a certain kind of a sentence pattern.
Transformation drill
► Changing a certain kind of a sentence pattern.

21. The techniques - 8 ►Answering teacher’s questions quickly.
Question-and-answer drill
►Answering teacher’s questions quickly.

22. The techniques - 9 Use of minimal pairs
►The teacher works with pairs of words which differ in only one sound.
Ship/sheep

23. The techniques - 10 Complete the dialog
►Students complete the dialog by filling the blanks with the missing words.

24. The techniques - 11 Grammar game
►The games are designed to get students to practice a grammar point within a context.

25. THE END