THE

AUDIOLINGUAL
METHOD

By Teachers Claudia M and Paula B

 ORIGINS
 USA- 1950- technologies- Soviet Union- satellite.
 USA- major power- foreign students.
 Rethink the Direct Method.
 Fries and his group in Michigan –materials based
on behaviorism (Skinner)- emerged the audio
lingual method.
 ““They require drill, drill, and more drill, and only
enough vocabulary to make such drills possible"
(Hockett 1959).
 WORLD WAR II
The need to learn a foreign language – foreign correspondents.
After the war- technology rush- foreign students at US Universities.
 BEHAVIORISM

By Vera
Menezes,  “the behavioral psychology is a theory
2004. Our
translation.
of learning based on the idea that all
behaviors are acquired through
conditioning that occurs with the
interaction with the environment. “
 DEFINITION
stimulus, response and reinforcement. It is a
method seen as a habit formation using the
memorization and the learning through dialogs
and drills,
 FEATURES
 Foreign language learning is a process of
mechanical habit;
 Good habits are acquired by giving correct
responses rather than by making mistakes;
 Memorizing dialogues minimizes mistakes;
 The target language is presented in the oral form
first, prior to its written form;
 FEATURES
 Explanation is not given until the learners have
practiced the language in a variety of contexts;
 Drills can enable learners to form a correct
analogy;
 Grammar approach is inductive;
 A FEW TYPES OF ACTIVITIES
 Repetition: I know him-  Replacement: Paul
I know him. drinks water- Paul
 Inflection: She bought drinks wine.
the doll.- She bought  Completion: I have my
the dolls. book and you… I
have my book and you
have yours.
 TEACHER- CENTERED- METHOD
TEACHERS´ ROLE
 central and active. The  Learners are guided to
teacher must provide
the model
pronunciation of the
words, so if the
teacher is not a native
speaker of the target
language, s/he should
use a tape recorder.
LEARNERS´ ROLE
produce responses.
The method focuses
on the external
process of learning.
Learners are reacting
to stimuli and are not
encourage to initiate
interaction, because it
may lead to mistakes.
 LET´S PRACTICE
In Italian for a more realistic impact
of the method.
 AN ITALIAN CLASS IN THE
AUDIOLINGUAL METHOD
 VERBI  EXPRESSIONI
Mangiare – comer  Buon giorno – Bom dia
Bere – beber  Buona sera – Boa
 VOCABULARI noite (chegada)
  pasta – massa  Buona notte – Boa
 succo - suco noite (saída)
 frutta – fruta   GRAMATICA
  Io mangio pasta
 acqua - água
 Lei mangia frutta.
 riso – arroz  Io bevo succo.
 Lei non beve birra.
 DRILLS
 VERBI
 Mangiare
 Io mangio/Lei mangia
  Bere
 Io bevo/Lei beve
  VOCABULARI
 Presentare il vocabolario Ripetere
  Mangiare/Io mangio/pasta/frutta
 Lei mangia/riso/carne/pasta
  
 REFERENCES
Menezes, Vera. Ensino de vocabulário. Access 27/01/2011 www.veramenezes.com/vocabulário.
 PAIVA, V.L.M.O Ensino de vocabulário.In: DUTRA, D.P & MELLO, H. A gramática e o vocabulário no ensino
de inglês: novas perspectivas. Belo Horizonte: Faculdade de Letras/UFMG, 2004.
 Richards, Jack C., Renandya, Willy A., Methodology in Language Teaching. An Anthology of Current
Practice. Cambridge University Press.2002. Acessado em 27/01/2011 www.books.google.com
  http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm
 http://mail.udgvirtual.udg.mx/biblioteca/bitstream/123456789/1435/1/The_Audiolingual_Method.pdf
 Richards, J. C. and Rodgers, T.S. Approaches and Methods in laneuaee teachin~. C.U.P., pp. 44
 Richards, J.C. y T.S. Rodgers (1987). The Audiolingual Method.
 En Approaches and Methods in language teaching (pp. 44-63). Reino Unido: Cambridge University Press.
 Fernandes, José Adjailson Uchôa. Representações de aluno e professor: o método audiovisual para o
ensino de inglês como LE. USP, 2004. http://stoa.usp.br/zeuchoa/files/161/478 access31/01/2011.
  GOOGLE IMAGES 2011.