The audio-lingual method as a second-language teaching approach

Abstract

The article is an attempt to solve the problem of teaching foreign languages with the help of audio-lingual method that is outbreak of the World War II. We study languages by means of various methods, techniques and approaches. Their using increases the chances of learning taking place. Proper use of different methods and approaches in English classes is a vital part of achieving fluency and mastery of a language. Methods prescribe what materials and activities should be used, how they should be used and the role of the teacher in this process. The task of a teacher is to create the conditions for practical language learning for each student, to choose such method of teaching that would enable every student to show his ability, creativity and increase his cognitive activity in foreign languages. Nowadays there are many types of learning and teaching activities of foreign languages among which the audio-lingual method. The article deals with the concept of audio-lingual method, its general and specific objectives, learner and teacher’s roles. It reveals advantages and disadvantages and different points of view on the issue of audio-lingual method. Among the basic pros we can elucidate natural order of skills presentation such as: listening, speaking, reading and writing. As for the corns, the serious one is there is no challenge for learners. The main characteristics of the mentioned method are specified and reported. There is little or no grammatical explanation. Great importance is attached to pronunciation. There is dependency on mimicry, memorization of set phrases, and overlearning. It heightens the need to become orally proficient. It is influenced by structuralism and behaviorism.