Audio Lingual Method (ALM)
Definitions
The Audio-Lingual Method (ALM) is one of the most influential and widely used language
teaching methods, particularly during the mid-20th century. It is a behaviorist-oriented
method, emphasizing the importance of oral skills such as listening comprehension, speaking
fluency, and pronunciation over reading and writing. The method focuses primarily on habit
formation, with the belief that language learning is a process of conditioning and
reinforcement, similar to the way children learn their first language.
Charles C. Fries, one of the most prominent figures in the development of the Audio-Lingual
Method, defined the approach with a focus on structural linguistics and oral practice:
"The Audio-Lingual Method is based on the principle that language is a system of
habits and that language learning involves the formation of correct habits through
repetition of correct forms. The method emphasizes the learning of spoken language
rather than written language, and drills are used to teach the patterns of the language."
— Charles C. Fries (1952)
Robert Lado, another key figure associated with the development of ALM, defined the
method in terms of its language patterns and drills:
"The Audio-Lingual Method involves the teaching of foreign language through the
repetition of patterned dialogues, with a particular emphasis on pronunciation and
grammar patterns. The method aims to develop language habits in the learner, using
drills to reinforce correct usage."
— Robert Lado (1964)
Historical Background of the Audio-Lingual Method
The Audio-Lingual Method (ALM) was primarily introduced and popularized in the United
States during the 1940s and 1950s. The method was heavily influenced by the work of
Charles C. Fries and Robert Lado, two prominent figures in the field of linguistics, along
with the behaviorist psychology of B.F. Skinner. However, it was Fries who is most often
credited with formalizing the principles that became the foundation of the ALM.
The development of the Audio-Lingual Method is closely tied to historical events,
particularly the demands of World War II and the subsequent need for language training in
the post-war era. During World War II, the United States military faced the urgent need to
train soldiers and personnel in foreign languages for espionage, diplomacy, and intelligence
purposes. At the time, traditional language teaching methods, such as the grammar-
translation method, were not deemed sufficient for rapidly equipping military personnel
with conversational proficiency in foreign languages.
In response, the U.S. Army created the Army Specialized Training Program (ASTP),
which aimed to train soldiers in foreign languages quickly and effectively. This program
sought to teach soldiers to speak and understand foreign languages rather than simply to read
and write them. As a result, methods that focused on oral skills—such as listening
comprehension and pronunciation—became a priority.
The Army Method, which focused on intensive drilling, repetition, and the mimicry of
native speakers, was an early precursor to the Audio-Lingual Method. This was based on the
belief that language learning could be accelerated through habit formation and constant
reinforcement, with an emphasis on oral practice rather than traditional grammar instruction.
As the war ended and the need for language training continued, linguistic scholars such as
Charles C. Fries and Robert Lado began developing more systematic approaches to
language teaching. Fries, in particular, was instrumental in shaping the Audio-Lingual
Method. His work on American structuralism laid the foundation for the method's emphasis
on patterns and structures in language.
In the post-war period, scholars began formally developing the Audio-Lingual Method based
on these principles. Charles C. Fries and Robert Lado played significant roles in the
formalization of this approach, with Fries being a prominent figure in language pedagogy at
the University of Michigan. He emphasized the importance of habitual practice of language
structures in the classroom, which would lead to fluent and automatic use of the target
language. This approach was distinct from earlier methods because it focused on oral
proficiency rather than written skills.
The Audio-Lingual Method officially gained traction in the 1950s and 1960s, particularly in
American language teaching institutions. It was widely used in language laboratories in
schools and universities, where students would practice listening and speaking skills using
tapes, recordings, and repetitive drills.
Purpose and Significance of the Audio-Lingual Method
The main goal of the Audio-Lingual Method is to enable learners to communicate fluently
and accurately in a new language. This is achieved by training students through habit
formation and pattern drills, reinforcing correct responses while eliminating errors. The
method is particularly useful for:
Developing oral fluency and listening comprehension
Minimizing mother-tongue interference by encouraging direct thinking in the target
language
Building automatic responses to language patterns through repetition
Ensuring correct pronunciation, intonation, and grammar usage
Theoretical Foundations of the Audio-Lingual Method
Audio Lingual Method is primarily influenced by behaviorist psychology and structural
linguistics
Influence of Behaviorism (B.F. Skinner)
The Audio-Lingual Method (ALM) is heavily influenced by behaviorism, particularly the
work of the renowned behaviorist psychologist B.F. Skinner. Behaviorism, as a
psychological theory, explains human behavior as a result of interactions with the
environment, emphasizing stimulus-response associations. In the context of language
teaching, behaviorism suggests that language learning occurs through the reinforcement of
correct responses to specific stimuli.
One of the central ideas of behaviorism is that learning occurs through the formation of
stimulus-response connections. This means that learners are exposed to certain stimuli
(language input, like sentences or questions) and respond with the correct response (in the
form of language output). The correct response is then reinforced by rewards or positive
feedback, strengthening the learner's ability to recall and produce the same response in future
situations.
For example:
Stimulus: The teacher says, “I am going to the store.”
Response: The student repeats, “I am going to the store.”
Reinforcement: The teacher praises the student, “Well done!” or gives another reward like a
smile or positive feedback.
Outcome: Over time, the student will learn to correctly produce this sentence as an automatic
response to similar prompts.
Behaviorists argue that learning is essentially a process of habit formation. According to this
view, language learners form correct habits by repeatedly practicing correct responses to
language stimuli. The more a student practices a correct response, the more automated their
language skills become. Incorrect responses are corrected immediately to avoid the formation
of bad language habits.
For example, a teacher might present a sentence in the target language, such as “I am eating
breakfast,” and then have the students repeat it multiple times until they can produce it
without hesitation.
If a student says something incorrect, such as “I am eat breakfast,” the teacher will
immediately correct the mistake (“No, it should be ‘I am eating breakfast’”) to ensure the
learner does not form a wrong habit.
This repetitive practice allows learners to develop fluent, accurate responses that require little
conscious effort, as the response has been reinforced and internalized over time.
Role of Structural Linguistics in the Audio-Lingual Method (ALM)
The Audio-Lingual Method (ALM) is deeply influenced by structural linguistics, a school
of thought that emphasizes the analysis of language as a system of interrelated structures.
Structural linguistics focuses on understanding language as a system of patterns and
structures, especially in terms of phonology (sounds), morphology (word forms), and syntax
(sentence structure).
In the context of language teaching, the Audio-Lingual Method applied the ideas of structural
linguistics by emphasizing the learning of patterns and structures through repetition and
drills. ALM treats language as a collection of finite patterns that can be learned
systematically and applied to real communication situations
In ALM, the idea is that learners acquire language not by memorizing individual words, but
by mastering the patterns and structures that make up sentences. These structures are drilled
repeatedly until they are automatic.
Principles of Audio Lingual Method
The Audio-Lingual Method (ALM) is grounded in a set of principles that reflect its
behaviorist foundations and emphasis on language patterns, repetition, and corrective
feedback. These principles are essential in shaping the ALM approach to language teaching.
1. The use of the native language (L1) is minimized in the classroom. The target language
(L2) is used as much as possible to ensure that learners think directly in the target
language. This principle aims to reduce language transfer from the first language and
helps learners avoid carrying over incorrect patterns from their native language.
2. The teacher acts as a model for correct language use. The teacher demonstrates correct
pronunciation, sentence structures, and responses, and the learners imitate these models.
3. Language learning involves the development of habits. The goal is to form correct habits
by reinforcing correct language patterns through repetition and practice.
4. Language is taught in context, meaning that students learn language forms through real-
life situations and meaningful context rather than abstract rules. This helps students
understand how language is used in actual communication.
5. Errors are corrected immediately to prevent the formation of incorrect habits. This
ensures that only correct language patterns are reinforced.
6. Repeated practice of language patterns is essential. Repetition helps learners form
automatic responses and internalize correct structures, leading to fluency.
7. Positive reinforcement helps the student to develop correct habits (e.g., words of
appreciation, clapping, etc.). For example, if a student answers a question correctly, the
teacher might say, “Great job!” or give them a clap to acknowledge their success,
helping to build their confidence and correct habits.
8. The students need to respond to both verbal and nonverbal stimuli. In the classroom,
verbal stimuli include things like words, phrases, or instructions given by the teacher.
Non-verbal stimuli refer to visual cues, such as pictures, gestures, or visual aids. This
principle ensures that students can understand language not just through speech, but also
through the environment and context surrounding them.
9. Each language follows a set of patterns or rules, which are the building blocks of
communication. The Audio-Lingual Method emphasizes the repetition of these patterns
to help students form solid language habits. Patterns may include things like sentence
structures, verb conjugations, or question forms. The teacher helps students practice
these patterns through drills.
10. The core goal of language learning in ALM is to help students become effective
communicators. The idea is that language isn’t just about memorizing words and
grammar; it’s about being able to use the language to communicate in real-life situations.
For instance, a common classroom goal could be teaching students how to meet and
greet each other in the target language
11. Particular Parts of Speech Occupy Particular Slots in Sentences. This principle focuses
on helping students understand how different parts of a sentence work together. ALM
emphasizes teaching students how to correctly place these parts of speech in sentences.
12. Students Should Overlearn. This principle suggests that overlearning is important for
achieving automaticity in language use. Overlearning means practicing a language
beyond the point of mastery until the new language becomes second nature. Even once a
student has learned a pattern or structure, they need to practice it more, making sure that
they can use it spontaneously without thinking.
13. The Teacher Should Be Like an Orchestra Leader, Conducting Activities, Controlling,
and Guiding Students. In ALM, the teacher’s role is seen as that of a conductor guiding
the flow of the lesson, much like a conductor leading an orchestra.
14. ALM focuses on helping students learn and practice the structural patterns of the target
language. The major goal is to help students acquire these patterns so that they can use
the language correctly and fluently. One technique used is word substitution drills, where
students practice changing parts of a sentence while maintaining the structure.
15. In the Audio-Lingual Method, grammar is taught inductively, meaning that students
learn grammar through experience and exposure to language patterns, rather than
through explicit rules and explanations. Instead of explaining grammar rules first (as in a
deductive approach), the teacher exposes students to numerous examples of a
grammatical structure in context.
16. In ALM, comparison between the native language (L1) and the target language (L2) is
encouraged. Teachers compare the grammatical structures, pronunciation, and
vocabulary of both languages to identify where students are likely to face difficulties.
17. Language Cannot Be Separated from Culture. This principle emphasizes that
language and culture are intertwined. Learning a language isn't just about mastering
grammar and vocabulary; it also involves understanding the culture in which the
language is used. Language reflects the values, traditions, and ways of thinking of a
community. For instance, in learning English, students should also learn about the
cultural context—such as greetings, body language, and etiquette in English-speaking
countries—to use the language appropriately in social situations.
The Techniques of ALM
Dialogues and pattern practice form the basis of audio lingual classroom practice. The use of
them is a distinctive feature of the Audio lingual Method. The techniques used by the Audio
lingual Method are:
1. Repetition drill: this drill is often used to teach the lines of the dialogue. Students are
asked to repeat the teacher’s model as accurately and as quickly as possible.
2. Single- slot substitution drill: the teacher says a line, usually from the dialogue. Next, the
teacher says a word or a phrase (called cue). The students repeat the line from the dialogue
which the teacher has given them, substituting the cue into the line in its proper place. The
major purpose of this drill is to give the students practice in finding and filling in the slots of
a sentence.
3. Question-and-answer drill： this drill gives students practice with answering questions.
The students should answer the teacher’s question very quickly. Although we did not see it in
our lesson here, it is also possible for the teacher to cue the students to ask questions as well.
This gives students practice with the question pattern.
4. Expansion drill： this drill helps students to produce longer sentence bit by bit, gradually
achieving fluency. The main structure is repeated first, then students have to put cue phrase in
its proper place.
5. multiple- slot substitution drill: this drill is similar to the single- slut substitution drill.
The difference is that the teacher gives cue phrases, one at a time that fit into different slots in
the dialogue line. The students must recognize what part of speech each cue is, or at least,
where it fits into the sentence, and make any other changes, such as subject-verb agreement.
They then say the line, fitting the cue phrase into the line where it belongs.
6. Backward build-up drill: this drill is used when a long line of dialogue is giving students
trouble. The teacher breaks down the line into several parts. The students repeat a part of the
sentence, usually the last phrase of the line. Then, following the teacher’s cue, the students
expand what they are repeating part by part until they are able to repeat the entire line. The
teacher begins with the part at the end of the sentence (and works backwards from there) to
keep the intonation of the line as natural as possible. This also directs more student attention
to the end of the sentence, where new information typically occurs.
7. Chain drill： a chain drill gets its name from the chain of conversation that forms around
the classroom as students, one-by-one, ask and answer questions of each other. The teacher
begins the chain by greeting a particular student or asking him a question. That student
responds and then turns to the student sitting next to him. The first student greets or asks a
question of the second student and the chain continues. A chain drill allows some controlled
communication, even though it is limited. A chain drill also gives the teacher an opportunity
to check each student’s speech.
8. Complete the dialogue: selected words are erased from a dialogue students have learned.
Students complete the dialogue by filling the blanks with the missing words.
9. Transformation drill: the teacher gives students a certain kind of sentence pattern, an
affirmative sentence for example. Students are asked to transform this sentence into a
negative sentence. Another example of transformations to ask of students are: changing a
statement into a question, an active sentence into a passive one, or direct into reported speech.
10. Use of minimal pairs： the teacher works with a pair of words which differ in only one
sound; for example, ‘ship/ sheep’. Students are first asked to find the difference between the
two words and later to say the two words. The teacher selects the sounds to work on after she
has done a contrastive analysis, a comparison between the students’ native language and the
language they are studying.
11. Grammar game: the games are designed to get students to practice a grammar point
within a context. Students are able to express themselves, although in a limited way.
12. Dialogue memorization: Dialogue or short conversations between two people are often
used to begin a new lesson. Students memorize the dialogue through mimicry, students
usually take the role of one person in the dialogue, and the teacher the other. After the
students have learned the first person’s lines, they switch roles and memorize the other
person’s part. Another way of practicing the two roles is for half of the class to take one role
and the other half to take the other. After the dialogue has been memorized, pairs of
individual students might perform the dialogue for the rest of the class.
Advantages of the Audio-Lingual Method
1. ALM focuses primarily on oral skills, which helps learners develop fluency in speaking
and listening early on. Learners become comfortable with pronunciation, intonation, and
natural rhythm of the language.
2. Teachers correct mistakes on the spot, preventing bad habits from forming. Students
quickly learn to use the correct structure through constant feedback.
3. With its simpler techniques, this method widened the scope of the language learner.
4. Syntactic progression of language patterns receives more importance than vocabulary and
morphology.
5. Language learning involved in learning different skills.
6. They promote the use of a simple technique
Criticism and Limitations of the Audio-Lingual Method
While ALM was very influential in the mid-20th century, especially in military and formal
settings, many educators and linguists later criticized it for not meeting the full needs of
language learners, especially in terms of communication and meaning. Between 1966 and
1972 Chomsky initiated a prolonged and heated debate on the method’s language and
learning principles.
Lack of Focus on Meaning and Communication
ALM emphasizes structure and form over meaning. The method focuses on how sentences
are formed grammatically but doesn’t always consider whether students understand the
meaning of what they are saying.
3. Limited Creativity and Critical Thinking
Because ALM emphasizes repetition, correction, and fixed dialogues, students are not
encouraged to generate their own sentences or think independently. There is little room for
personal expression, questioning, or exploration of topics. Students are often passive
recipients of language rather than active users.
4. Teacher-Centered Approach
In ALM, the teacher is the main controller of the class. Students mostly listen, repeat, and
follow instructions, making the learning experience less interactive and student-centered.
Learners have limited autonomy or control over their learning.
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.
Conclusion`
The Audio-Lingual Method (ALM) holds a significant place in the history of language
teaching. Rooted in behaviorist psychology and structural linguistics, ALM emphasizes the
formation of correct language habits through repetition, imitation, and reinforcement. Its key
features—such as pattern drills, minimal use of the native language, focus on accurate
pronunciation, and the teacher's role as a language model—laid the foundation for many oral-
based teaching strategies still in use today.
One of the method’s greatest strengths lies in its ability to develop listening and speaking
skills, especially in the early stages of language learning. It provides a structured environment
where learners can build confidence, internalize grammatical patterns, and gain fluency
through active practice.
