The Audio-Lingual Method Introduction   The audio-lingual method was widely used in the United States and other countriesin the 1950's and 1960's. It is still used in some programs today. Approach   Theory of language   The Structural view of language is the view behind the audio-lingual method. Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them. Theory of learning   Behaviorism, including the following principles: *language learning is habit-formation *mistakes are bad and should be avoided, as they make bad habits *language skills are learned more effectively if they are presented orally first, then in written form *analogy is a better foundation for language learning than analysis *the meanings of words can be learned only in a linguistic and cultural context Design Objectives   Here are some of the objectives of the audio-lingual method: *accurate pronunciation and grammar *ability to respond quickly and accurately in speech situations *knowledge of sufficient vocabulary to use with grammar patterns. The syllabus   Audiolingualism uses a structural syllabus Types of learning techniques and activities *dialogues *drills Procedure   Here is a typical procedure in an audio-lingual course *Students hear a model dialogue *Students repeat each line of the dialogue *Certain key words or phrases may be changed in the dialogue *Key structures from thedialogue serveas the basis for pattern drills of different kinds. *The students practice substitutions in the pattern drills Goals Teacher directs, controls student' language behavior, provides good model fo rimitation; students repeat, respond as quickly and accurately as possible. Roles Teacher has authority; students follow insturctions to learn what teacher knows. Teaching/Learning Process New vocabulary, structures presented through dialogs, which are learned through imitation, repetition. Drills are based on patterns in dialog. Students' correct responses are positively reinforced; grammar is induced from models. Cultural information is contextualized in the dialogs or presented by the teacher. Reading, writing tasks are based on oral work. Interaction: Student-Teacher & Student-Student Students interact during chain drills or when taking roles in dialogs, all at teacher's direction. Most interaction is between teacher and student, initiated by teacher. View of Language, Culture Descriptive linguistics influence: every language seen as having its own unique system of phonological, morphological, and syntactic patterns. Method emphasizes everyday speech and uses a graded syllabus from simple to difficult linguistic structures. Culture comprises everyday language and behavior.