The audio-lingual method focuses on speaking with the elegance and fluidity of a native speaker, and aims to accomplish this through repetition and concentrated practice. It gained prominence in the ’50s and ’60s, and is known as the “Army method” because of its implementation by the US Army during WWII. Its strict focus on precise communication made it ideal for teaching foreign operatives Italian, German, Japanese, etc.
This teaching system is all about repetition, and at its core, is based on the behaviorist approach to learning, i.e. do something enough with the right stimuli and eventually you’ll learn to do it well. In this case, the idea is that if you properly say the words in a foreign language enough times, you’ll eventually learn to “speak” the language without having to think about it. Students mimic not only word sounds, but also speech patterns, rhythms, and intonations. Parts of this system are still seen in linguistic coaching for present-day actors who need to speak a different language or in a different accent for a role. Grammar rules, not to mention creativity and independence, are not important. Saying the words perfectly is.
Typical Lesson
4th grade English class for native Portuguese speakers
- Students listen to a dialogue or watch a video in the second language (L2). This is the classic spiel many foreign language classes are famous for –
Oliver: “Hello. My name is Oliver. Pleased to meet you.”
Tina: “Hi, Oliver. I’m Tina. Pleased to meet you too.”
- Students then listen and repeat as the teacher pronounces a word or phrase over and over again, maybe at different speeds.
Teacher: “Pleased to meet you.”
Class: “Pleased to meet you.”
Teacher: “Pleased to meet you.”
Class: “Pleased to meet you.”
- After sufficient drilling, students pair off and practice meeting one another.
- Students are evaluated on pronunciation and participation.
Role of the Teacher
This teaching style is very teacher-centered, and a native speaker or an L2 speaker with a perfect accent is required. The teacher must also have a good understanding of linguistics and phonetics, and he or she must be able to spot and correct minor mispronunciations. The teacher must also work individually with each student to hear how he or she pronounces different words.
Positives
- Can be good for real-life scenarios, i.e. living in a foreign country and needing to communicate in everyday experiences;
- Active participation by students, as well as immediate teacher feedback;
- Can produce excellent speaking accents, especially if started at a young age.
Negatives
- Reading, writing, and grammar skills are underdeveloped or nonexistent;
- Depending on age and proficiency level, students may feel self-conscious and nervous to express themselves for fear of making a mistake;
- Student vocab is limited to what the teacher provides. For example, a student may understand “Pleased to meet you,” but not basic greeting variations like “It’s a pleasure,” “Good to know you,” or “How’s it going?”
- A very specialized teacher is required, one with a perfect accent and an ear for minor mistakes;
- Students may end up just parroting phrases, not even understanding what they’re saying.
Final Thoughts
As a sole methodology, the audio-lingual method leaves a lot to be desired, but it has clear benefits in regard to speaking skills. This is one of the few styles that put a strong emphasis on a good accent and listening comprehension, both of which are valuable in real-world situations. As such, this method is still used for some business professionals who need to be able to take part in a very specific environment, i.e. a business meeting or to give a few words at a ceremony or event.
