speakers say, not what someone thinks they ought to say … languages are different”.
48
In line with his view of language, Scott Thornbury asserts that “Audiolingualism derived its theoretical base from behaviorist
psychology, which considered language as simply a form of behavior, to be learned through the formation of correct habits”.
49
Behavior is an individual’s act or the way how someone behaves. It may turn into a habit if it is performed frequently. In the view of theory of
learning, behavior is principally specified into three: “A stimulus, which serves to elicit behavior; a response triggered by stimulus; and
reinforcement, which serves to mark the response”.
50
Stimulus – response - reinforcement, those are linked tightly to provide a good behavior. There will be presented a good habit particularly
in learning process if those continue regularly. By being a core in using those models to the language learning, as what Harmer has expressed, “...
it attempted, through a continuous process of such positive reinforcement, to engender good habits in language learners”.
51
2. The Objective of Audio-Lingual Method
Unlike the objective of Communicative Approach is to achieve communicative competence, however, Audio-Lingual Method has
probably no similar objectives with it and other methods. Brooks clarifies the objectives of Audio-Lingual Method into two terms, short-range and
long-range objectives. He explains “Short-range objectives include training in listening comprehension, accurate pronunciation, recognition of
48
Richards and Rodgers, Approaches and …, p. 49-50.
49
Thornbury, How to …, p. 21.
50
Richards and Rodgers, Approaches and …, p. 50.
51
Jeremy Harmer, the Practice of English Language Teaching, Edinburgh Gate: Pearson Education Limited, 2001, third edition, p. 79.
speech symbols as graphic signs on the printed page, and ability to reproduce these symbols in writing, and … long-range objectives must be
language as the native speaker uses it …“.
52
Continuing previous explanation of Audio-Lingual Method’s objectives, others are as follows:
a. accurate pronunciation and grammar
b. ability to respond quickly and accurately in speech situations
c. knowledge of sufficient vocabulary to use with grammar patterns
53
To attain those objectives, the learners should have, as found in article of certain website, “… extensive repetition and a variety of
elaborate drills”.
54
In case, the teacher is emphasized to modify a subject matter which is given to the learners. The subject matter should be easily
understood and repeated. It is expected the learners may follow to the learning activities without being uninterested for keeping identical
teaching. Furthermore, Jack C. Richards and Theodore S. Rodgers imply the
fundamental teaching-learning activities, that “Dialogues and drills form the basis of audiolingual classroom practices … dialogues are used for
repetition and memorization … correct pronunciation, stress, rhythm, and intonation are emphasized”.
55
It is clear that the repetition and drills underlying the techniques in learning activities emphasize the learners to be an imitator. They will
follow repeatedly what their teacher does. The repeated activities on a dialogue for gaining students memorization need a listening skill.
Therefore, it requires a native speaker-like model in order to avoid an incorrectly-material production. In addition, grammar, as the basic sub-
52
Richards and Rodgers, Approaches and …, p. 52.
53
http:www.sil.orglingualinksLANGUAGELEARNINGWaysToApproachLanguageLearnin gTheAudioLingualMethod.htm Friday, 3
rd
of August 2007: 18.32.
54
http:www.englishraven.commethod_audioling.html Friday, 3
rd
of August 2007: 18.16.
55
Richards and Rodgers, Approaches and …, p. 53.
skill, is supplied from the given dialogue or example. In conclusion, well performance of the teacher’s teaching style in serving new languages will
decide the learners’ competence in producing communication.
3. The Characteristics and Features of Audio-Lingual Method
