The audio lingual method, also known as the military method or the Army method, is a language teaching method developed in the 1950s and 1960s.
It is based on the idea that language learning is a process of habit formation, and that students can learn a new language by repeating and imitating the sounds, words, and structures of the target language.
In the audio lingual method, the teacher presents the students with a series of dialogues or conversations in the target language, which the students are expected to repeat and imitate as closely as possible.
In the audio lingual method, the teacher presents the students with a series of dialogues or conversations in the target language, which the students are expected to repeat and imitate as closely as possible.
The dialogues are often accompanied by visual aids, such as pictures or gestures, to help the students understand the meaning of the words and phrases being used.
The audio lingual method emphasizes drills and repetition as a way to help students internalize the sounds, words, and structures of the target language.
The audio lingual method emphasizes drills and repetition as a way to help students internalize the sounds, words, and structures of the target language.
It also emphasizes the use of correction and repetition to help students learn to produce the target language accurately.
One of the main criticisms of the audio lingual method is that it places too much emphasis on drills and repetition, and does not provide enough opportunities for students to express themselves or use the language in meaningful ways.
One of the main criticisms of the audio lingual method is that it places too much emphasis on drills and repetition, and does not provide enough opportunities for students to express themselves or use the language in meaningful ways.
It has also been criticized for its lack of attention to cultural aspects of language learning, and for its assumption that all students learn language in the same way.
