Audio-Lingual Method
The Audio-Lingual Method (ALM) developed through US military programs to teach additional languages with a focus on oral proficiency. It leaned on the tenets of the Direct Method, which was well established at this point in history (Brown & Lee, 2015). The goal was to use as little of the students' native language (L1) as possible and focus on oral instructions in the new language (L2). The instructor would engage students in mimicry and memorization exercises, encouraging error-free language production. Grammar and vocabulary skills were taught through the context of dialogues.
ALM is based on psychological theory, particularly the Operant conditioning mode (Brown and Lee 2015, Han-Kwang 2012). ALM is considered behavioural learning, and techniques include "tutorials, drill and practice, behavioral simulations, and programmed instruction" (Han-Kwang, 2012, p. 65). With the emphasis on pronunciation, students spend many lessons on phonetic skills, particularly working on "consonant clusters, vowel digraphs, and diphthongs" (Han-Kwang, 2012, p. 65). This will create students proficient in the oral language components, but there are concerns about the long term efficacy of such drilling in creating a natural language response. However, opponents of behavioural learning theories suggest that learning based on pleasant or unpleasant experiences is not as effective as learning based on mental processes, as advocated by cognitive theory (Han-Kwang, 2012)
Pros:
Cons:
ALM is based on psychological theory, particularly the Operant conditioning mode (Brown and Lee 2015, Han-Kwang 2012). ALM is considered behavioural learning, and techniques include "tutorials, drill and practice, behavioral simulations, and programmed instruction" (Han-Kwang, 2012, p. 65). With the emphasis on pronunciation, students spend many lessons on phonetic skills, particularly working on "consonant clusters, vowel digraphs, and diphthongs" (Han-Kwang, 2012, p. 65). This will create students proficient in the oral language components, but there are concerns about the long term efficacy of such drilling in creating a natural language response. However, opponents of behavioural learning theories suggest that learning based on pleasant or unpleasant experiences is not as effective as learning based on mental processes, as advocated by cognitive theory (Han-Kwang, 2012)
Pros:
- emphasis on oral and aural skills and comprehension
- repetition drills help cement skills and internalization
- grammar taught through the use of the language
Cons:
- L2 is memorized, but long-term skills were not established
- reliance on highly skilled and fluent instructor
- greater importance is put on correct repetition of sounds rather than understanding