Pronunciation is taught from the beginning, often by students working in language laboratories or discriminating in between members of minimal pairs. The oral skills receive most of the attention. The natural order of skills presentation is adhered to: Listening, Speaking, Reading, and Writing. Vocabulary is kept to a minimum while students are mastering the sound system and grammatical patterns.

Culture consists of everyday behavior and lifestyle of the target language speakers. The view of language in THE Audio-Lingual Method has been influenced by descriptive linguist. Most of the interaction is between the teacher and students and is initiated by the teacher. There is student-to-student interaction in chain drills or when students take different roles in dialog, but this interaction is teacher-directed.

StudentsРІР‚в„ў reading and written work is based upon the oral work they did earlier. Cultural information is contextualized in the dialogs or presented by the teacher. Grammar is included from the examples given explicit grammar rules are not provided. StudentsРІР‚в„ў successful responses are positively reinforced. Drills ( Such as repetition, back-ward built up, chain, substitution, transformation, and question-and-answer ) are conducted based upon the patterns present in the dialog. The dialogs are learned through imitation and repetition. New vocabulary and structural patters presented through the dialog are some characteristics in the learning/teaching process. They follow the teacherРІР‚в„ўs directions and respond as accurately and as rapidly as possible. The role of the students is they are imitators of the teacherРІР‚в„ўs model of the tapes he/she supplies of model speakers. He/She is also responsible for providing her/his students with a good model for imitation. The role of teacher in class is like an orchestra leader, directing and controlling the language behavior of her/his students. Their students achieve this by forming new habits in the target language and overcoming the old habits of their native language. They believe students need to over learn the target language, to learn to use it automatically without stopping to think. The goals of teachers who use The Audio-Lingual Method are they want their students to be able to use the target language communicatively. Learners could overcome the habits of their native language speakers. It was thought that the way to acquire the sentence patterns of the target language was through conditioning РІР‚вЂњ helping learners to respond correctly to stimuli through shaping and reinforcement. Unlike The Direct Method, it has a strong theoretical base in linguistics and psychology.

The Audio-Lingual Method is an oral-based approach ( like the Direct approach ), but it drills students in the use of grammatical sentence pattern.

The goal audiobook