Audio-Lingual Method Quiz

The Audio-Lingual Method (ALM) aims to enable learners to use the target language for communication in a natural and automatic way, mirroring the skills of native speakers. It emphasizes habit formation through consistent practice and drills, viewing language learning as a skill-building process.

The ALM is rooted in behaviorism, suggesting that language acquisition is similar to other learning processes. This approach emphasizes mechanical habit formation through stimulus, response, and reinforcement.

The ALM uses three key elements: Stimulus (triggering a response), Response (the learner's reaction), and Reinforcement (feedback on the response). This loop encourages repetition of correct responses and discourages incorrect ones.

The teacher plays a central role in the ALM, guiding the learning process and providing structured input. Learners act in a responsive manner, primarily responding to stimulus and repeating language patterns.

The ALM prioritizes audio-visual learning, focusing on listening and speaking before reading and writing. Pronunciation is strongly emphasized, and dialogs are used as the main form of language presentation, often with drills for practice.

The ALM encourages a focus on accuracy and practice using techniques like drills, mimicry, and memorization. Errors are discouraged, and grammatical rules are implicitly induced from examples rather than explicitly taught.

Dialogs are the main vehicle for presenting new vocabulary and structures in the ALM. The syllabus follows a structural organization, and repetition and drills are used to reinforce and memorize dialogs.

The ALM discourages the use of the mother tongue in the classroom, focusing solely on the target language for communication and language acquisition.

A teaching technique where students memorize a dialogue by mimicking the teacher or another student, taking turns playing different roles. This technique emphasizes repetition and pronunciation.

A technique used to break down difficult lines in a dialogue. The teacher starts with the last part of the sentence and gradually adds parts in reverse order until the full sentence is spoken.

A drill where students repeat a model phrase or sentence accurately and quickly, focusing on pronunciation and intonation.

A drill where students take turns asking and answering questions, forming a continuous chain. This technique provides opportunities for natural interaction and practice.

A drill that involves replacing one word or phrase in a sentence with different options. This helps students practice using new vocabulary and grammatical structures in different contexts.

Similar to a Single-Slot Substitution Drill, but with multiple words or phrases that can be substituted into different parts of the sentence, providing more flexibility and variety during practice.

The process of teaching and practicing a new language using a structured method that emphasizes repetition, drills, and the correct pronunciation of words and grammatical structures.

A common technique in the Audio-Lingual method where students practice new vocabulary and grammar through repetitive drills.

A technique in which students transform sentences into different structures like negative, interrogative, passive, or reported speech. It reinforces grammar rules and sentence structure.

This drill focuses on quick responses to questions, designed to improve fluency and quick thinking.

This technique uses words that sound similar but have different meanings to practice pronunciation and discrimination.

A technique that encourages students to complete dialogues, practicing grammar and natural conversation.

Games where students practice grammar points in a fun, engaging way, often leading to increased motivation and fluency.

A method that focuses on understanding and using chunks of language in a natural way, often through repetition and drills.

The belief that learning a language is like learning any other skill - through repetition and imitation.