Audio Lingual Method Second Language Acquisition

These soldiers needed to learn the languages quickly and accurately and focused mainly on spoken language and less on the written forms.

Audio lingual method second language acquisition. It was born out of a need to have soldiers who could communicate with french allies and interpret german messages. Military developed the army method for teaching foreign. Repetition and habit formulation are central to the elements of the instructions. These patterns are elicited repeated and tested until the responses given by the student in the foreign language are automatic.

The audio lingual method came about in the 1940 s at the beginning of world war ii. First regarding practice there is a misleading presumption that behavioral psychology underlies the routines of second language teaching and learning gathered under the rubric of the audiolingual method a grouping of classroom language laboratory and textbook formulae and drills disparaged in current second language pedagogical fashion. The audio lingual method of teaching second languages has a long history in bilingual education and english as a second language esl instruction. It has its roots in world war ii when the u s.

Although it claimed to have turned language teaching from an art to a science it shared several aspects with the direct method both were a reaction to the perceived failures of the grammar. The audiolingual method alm gained attention in the 1950s largely in the usa where it was rooted in the military s need during world war ii to train large volumes of personnel in disparate languages. The audio lingual method army method or new key is a method used in teaching foreign languages it is based on behaviorist theory which postulates that certain traits of living things and in this case humans could be trained through a system of reinforcement the correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.