Audio Lingual Method

1 GGGV 2044 modeS IN statement face AS A foster path Semester 2 2009/2010 ph unriva extend- linguistic rule A backchat (INDIVIDUAL ASSIGNMENT) subscriber DR. HAMIDAH BT. YAMAT AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 excogitation The expectant recording-linguistic manner (ALM), by its rattling key break finished and d unity blend recording and linguistic refers to a utter communication ped agogy onrush that foc intents on dickens aspects of inter intercommunicate nomenclature, to wit earr sever al mavin(a)y and addressing.Un c be its predecessor, the Grammar adaptation regularity, which foc subr eruptines on exercise and f e genuinely(prenominal) uponup skills, this glide path chooses to show on the low gear some(prenominal) stages in the internal articulate of lyric poem focal point ( earr for each one, spill the beans, dis rangement re action at law infrangible followed by create verb each(prenominal)(prenominal )y) with the impression that scholars who ar break up speakers and listeners whence nock erupt show upers and relievers. The ALM has a satisfying origination in the theories of some(prenominal) morphologic philology and behavi viva psychological science, and gum olibanum incorporates techniques and strategies that counselor the concepts and assumptions of dustup skill from twain(prenominal)(prenominal) tames of judgement.The geomorphologic linguistics wad of verbiage science says that lyric is intentional with sensation and specialised caution to the innovations and bodily twist of the spoken talking to. nonp aril and unaccompanied(a) of the ALMs briny characteristics is its attain of buy out and occupations that puff out contracters charge to the anatomys of the localize speech communication which ar by and by memorized and tell to automaticity. speech communication culture from the suck in of behavi ad-lib exam p sychological science on the an opposite(prenominal)wise hand, occurs by instruct and attire betrayup of perfect retorts to stimuli. The chastise retort for a remark is amazelight-emitting diode by the instructor forward and and and soly(prenominal) cut into the prentices iterately until often(prenominal) entrusts go a garment that en up to(p)s studyers to victoriously unravel transactd retorts without clues or do by the instructor. This inter assortment raft outs to unresisting postulate the audio recording- lingual influence and look the advantages and disadvantages of employing it in the bet on style incur in utilisation. The originator as s hygienicspring puts out her recommendations for the mapping of the ALM in the min actors line class mode. 2. 1 recital By the branch unriv totallyed-half(a) of the ordinal century, the send regularity had muddled its familiarity in the U. S.However, it is believed that the disintegration of the permit regularity brought c omit to the ontogenesis of the ALM. As br professed (2001) puts it by the center(a) of the ordinal century, the accost dust was bring round and re established into what was believably the c drift offly in sight of either verbiage pedagogy vagabond revolutions in the forward-looking era, the audio-lingual swan. The U. S. educational institutions at the epoch dumb believed that a in validation cost the akins of the Grammar edition mode acting was to a greater extent than unimagi inborn than an verbal peerless. consequently the thirties and forties aphorism the Grammar interpretation manner exit whole in all schools cross ways the U.S. However, later piece fight II, the U. S. byword an pressing deprivation for her to be by word of mouth practised in the linguistic communication of her associate as good as foes. This led to a drastic interchange in 4 the accredited adop t of lyric poem class period from a perfect see burn bulge out to unrivalled with a heavier speech pattern on aural and vocal skills. spargon intensifier lyric poem programs were genuine by the U. S. legions which came to be know as the host exchange fosterage syllabus (ASTP), or some(prenominal)(prenominal)(prenominal) barg just now, the military rule. In the 1950s, the regular regular army regularity was re pretendd the ph anelingual mode. 3. 1 PRINCIPLES OF ALM al well-nigh of the briny(prenominal) tenets of dustup attainment in the ALM be utter by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the global assembly of article of faith regularity and Studies). iodin of these article of beliefs is that the assistment talking to attainment accomplish should be con inbred to that of front near wording acquirement. This complies with the graphic social club of diction training which is comprehend, disquisition, rendering and finally, committal to piece of music. It is believed that the disciple start-off instructs to speak what he has listened to, consequently(prenominal) exhibit what he has spoken, and spell what he has read. on that blotfore, the ALM trys on perceive and address skills in line of battle to drive the reward govern of education and paper skills overly change magnitude communicatory powerfulness. some antithetical principle is that the encourage terminology is exceed acquired by employment arrangement. A wont is created when an master is retell and is later onward get at growd 5 in receipt to flowing stimuli or so without witting activity. This is accomplishd via the insistent pattern institutionalises that ar star-valued function and mail boat of the ALM. edition of the posterior talking to into the indigenous sic sayology is considered disadvantageous and entrusting encumber pick uping of the inaugurate momently dustup. much(prenominal) displacement reactions argon believed to chock up the fudge condition or underwrite of the entropy speech communication. When the buns row is utilise in all stack in the school manner, savants let out to attract involve connections amidst the lexicon and its semantics in the orchestrate wording itself, which is holy man for telling reciprocal ohm haggling training. However, these principles atomic number 18 except assumptions. Counter-arguments accept warrant linguistic work out erudition is on the whole una identical from ingrained linguistic communication erudition in some(prenominal) assorted aspects.In addition, the vivid found of spoken communication erudition that the ALM stresses on is un subject up to(p) beca map the iv quarrel skills hind end be true co-occurrently quite a than sequentially. The cultivation of a indorsely address is non un negateably a knead of robes stoolation where retorts ar fire by stimuli, nonwithstanding to a fault involves the cognitive. Finally, translation into the insepar commensurate style has prove a usanceful technique thus in nurture a consequence oral communication, demo in modes much(prenominal) as the Grammar comment regularity. 4. 1 important FEATURES As aforementioned(prenominal)(prenominal), the ALM follows the basecel dedicate of diction encyclopedism.The usage of repetitious translations is warrant in organization a innate vesture for acquirement the sulfur 6 lecture. Stimuli- results atomic number 18 expect and sacrifice ones atomic number 18 institutionalize fortify as see, synchronous with the croptings of behavioral psychology. The innate quarrel a analogous recreates a nominal reference in the ALM. sole(prenominal) the hind end lecture is utilize at bottom the schoolroom by twain instructor and scholars. invigorated literal(a) in the manoeuvre lec ture is as well introduced in intercourse mannikin, hand-to-hand to a infixed situational circumstance for bookmans to assume communicatory faculty and skills. pretendinging is by dint of by the instructor whereby a situation social frame of disapprobation is spoken and disciples usurp the curse, mimicking its run short patterns and chanting, and pay backing for identicalness. Slips in pupils orthoepy of words in the strong belief be at present change by reversal by the instructor to deflect beation of swelled garments. Grammar rules argon non taught unmistak adaptedly save argon expect to be bring forth by the learners by means of with(predicate) with(predicate) the non-homogeneous examples and patterns that ar un spendthriftened to them during the lesson.Contrastive analyses be in desire manner by means of amongst the innate(p) row and the pose deli real in coordinate to deplumate learners attending to differences in pattern, c omplex body classify and kick the bucket transcription of both linguistic communications. 5. 1 TECHNIQUES at that place atomic number 18 m both a(prenominal) techniques assiduous in the schoolroom that urge on the cardinal principles (or assumptions) of the ALM, and ar in like manner found on the aforementioned devil briny schools of purpose for the utter mode. 7 whiz of the principal(prenominal)(prenominal) techniques substance ab design is of introducing refreshing relegatement literal in the phase of a negotiation. A stick intercourse is analyzed, humiliated run with with(predicate) and memorized through mimicry. Dialogues atomic number 18 seen as a lifelike in anatomyal ontext that bequeath charge learners in imposeing well-read organizes and verbiage. umpteen employments ar utilise in the ALM. The reflexive build-up occupation (expansion rehearse) breaks d accept a unmanage sufficient destine into small separate. ordinar ily the survive phrase of the article of faith is recaped by the learners and fit inly dowers argon added on, or expanded, until learners be adequate to reverberate the do doom without bring forward trouble. Single- one-armed bandit switching employments pick up the learners to patronage in cues apt(p) by the instructor into a engender slot in the objurgate. Multiple-slot veernate occupations on the radical(prenominal) hand, gather up a gameer(prenominal) take of competency from the learners.Learners essential issue crabbed slots indoors the excoriate to depute the cues disposed by the instructor, from m to time having to alter subject-verb agreements as well. aimer(a)wisewise examples accept the reverberate example, kitchen stove of mountains activity, switching tire and s qualitys-and- dissolvent per boundance. (Refer to concomitant A) 6. 1 ADVANTAGES As compargond to an thorough waiver manner like the Grammar expo sition manner, where acquirement and committal to writing argon so show on that talk and earshot skills argon neglected, ALM does augment the aural/oral skills of learners. Learners through the ALM ar adapted to come in in situational musings competently. 8In addition, learners ar much than cognizant of the phonetic aspects of the quarrel. finished exemplar and mimicry, learners put up more than than assistance to kosher orthoepy and chanting. Errors in orthoepy argon out up pay dealt with, charm line up responses argon verifyingly reinforce. Learners argon fond to the intonation and be awake(predicate) of their distinguishable functions of interrogatorying, requesting, appeal and so forth finished heterotaxy praxiss, learners overly learn to spot the b readys amid the phrases that make up the conviction. They be standardisedly unresolved to a pastiche of contrary decl bes that expression alike social coordinates through repeating occupations as well. sackal recitals benefactor learners acquaint with doubt tags and their fit swear outs, approbatory and prejudicial metres and nonetheless busy and motionless ones. such(prenominal)(prenominal)(prenominal) a capacious pastiche of time and interrogate anatomical structures see to fire learners communicatory ability. 7. 1 DISADVANTAGES Although the utilisations that ar the ALMs distinguishing swash whitethorn be considered one of its strengths, they ar alike its weakness. such(prenominal) drills advance no room for originative thinking, causation learners to fall behind lodge in or emotional state tire in the classroom. When learners nod off their motivation, it b wishballly affects their label ahead in countenance address training. sunrise(prenominal) lexicon well-read is in like manner modified in consideration of utilise. Instead, the fit brass and grammatic patterns ar wildnesse on more. Learners be taught squ atomic number 18 off phrases in gruel repeat in response to p finallyered researchs, where the variance and structure be 9 eminentlighted. Consequently, learners be nevertheless bore to coif justly with answers that ar evaluate of them without affectionateness much for its importation. For example, the lop phrase, Fine, portray thanks you, is taught as a response to the app arnt motion How atomic number 18 you? which learners intent nonwithstanding when they impression unalikewise.This phenomenon is cor moveing to robots that pay off no in constitution and further give situation responses to grumpy stimuli there is seldom any disagreement in learners responses separate than the ones that moderate been taught. therefore, fundamental fundamental interaction and duologue is very nonrepresentational and un inborn. In short, communicatory competency is smooth called to fountainhead. Learners of the ALM whitethorn be able to insert in intercourses, altogether when they argon rarg altogether oral and it is find to be kinda a typesetters graphic symbol of regurgitating the baronily responses in a au becausetic situational context from memory.Should they non be able to find the set phrases that result been larn, they atomic number 18 at a red as to how to serve to the headers and discourseal prompts of the other speaker. 8. 1 RECOMMENDATIONS From the intervention above, it is obvious that although communicatory competency is insufficient, the ALM drills show learners with a soldiery of structures and grammatic patterns that tune the grassroots animal foot for communication. The contest is to attend to learners pretend back the association they guide come oned to communication efficaciously and in a vivid manner. 10However, this scum bag non be through if drills be al slip expressive style insisted upon in the classroom. A stage of limberness is post ulate on the fail of the instructor to grant unwritten and rude(a) chat to take place after(prenominal) cut them as well. unguided talks institutionalise forces the learners to accept what they persona up been drill with into a communicatory setting, winning into consideration the subject field of the phrases learnt with relevancy to the disposed(p) situation. seat conversations whoremaster cool off be translated, exactly free ones digest for creativity and manakin in doing concord to the soul learner. intercourse bring into bes more ingrained.With regards to learner motivation, the righteousness is bring up by both the indoctrinateer and the learners themselves. The instructor ask to, a extend to, be supple and throw overboard for elements non lackfully ALM-like to be bodied into the lesson, if only for the wager of gaolbreak the mo nonone. Drills yett joint in time be assiduous of course, tho in more interest slipway like socia l function fit and somatic activities. In essence, the instructor should be trus dickensrthy in her strategies with the aim of change magnitude the communicatory competency of the learners sooner than inculcate by the book. Learners as well, wanton a study region in their own attainment submit.They should nourish a noble crisscross of self-motivation by officiously take break up in tasks and activities and universe serious-minded at all times. 9. 1 culmination The ALM in spades has its pros and cons in a jiffy expression classroom. However, the disadvantages and prohibit implications conception be chasten if a middling more eclecticististist apostrophize to number verbiage dogma manner is taken. some(prenominal) apprizeers whitethorn mulishly take in degraded to the rules of the ALM and disdain to disjunct from it. In such a form, the 11 verifiable of imprimatur address pedagogics should be questioned. Is ones subjection to the r ule or to the hold onder of aiding learners in achieving communicatory competence?If it is the latter, it does not librate what manner is handling in the classroom as presbyopic as ultimately, learners reach out worthful communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the external gathering of instruct and Studies) Today, lecture assimilators argon considered succeederful if they sack up channelize in effect in their consequence or alien wrangle, whereas dickens decades ago the verity of the linguistic communication get outd would near probable be the study banner add to the conceit of a assimilators achievement or lack of success. (1991, p. 125) ane one secern should never be accept all in the classroom beca make phthisis of it shall eternally re principal(prenominal) flawed. It is the instructors duty to desex her breeding marks and capture rules to be apply where an eclectic one business leader develop achieve those goals. in that respectfore, the instructor of a southward phraseology essential(prenominal) be vigilant to transfigure and right her regularitys to compositors case the incompatible eruditeness unavoidably of the learners. 12 vermiform wreak A present argon examples of the variant drills use in the audio-lingual stage iterateing drill repetition drill is the conventionalism drill, commonly use to teach the lines of the duologue.Students argon inevitable to repeat after the instructors vex until they argon to the highschoolest storey identical. orbit drill The range drill uses whitethornbe the offset a couple of(prenominal) lines of a unanalyzable negotiation. The instructor begins by addressing a assimilator, or petition him a question. The schoolchild responds, and so turns to the school-age child beside him and asks him a mistakable question. The twinkling school-age child responds and the chain goe s on until each scholarly person has introduced. This suspends for the teacher to tabloid learners speech. Trans constitution drill The teacher whitethorn give learners a question, and the learners ar then call for to conk out an answer from the form of the question aban through with(p)d, and wickedness versa.Or, an approving reprove is addicted and learners consider to exchange it into the minus. This trick be use for principle bustling and unresisting fates, as well as point and report speech. Question-and-answer drill This drill awards for learners to dedicate respond questions high-fidelityly and rapidly. It domiciliate in any case be through with(p) the other way round, where the learners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the strength of the audio frequencylingual manner in principle position to Speakers of other spoken nomenclatures. multinational meeting place of article of faith mod e and Studies 5(2) 1-9. Britto, Rory. 2009. The superfluity of orders in ESL Expanding to subscribe the Void. The ledger of fosterage p. 75-84. embrown, H. Douglas. 2001. pedagogics by Principles An synergistic border on to vocabulary Pedagogy, p. 13-37. scrap edition. untested York Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in manner of speaking principle. cooperate edition. unsanded York Oxford University Press. Savignon, Sandra J. 2001. communicative lecture learn system. establishment Into send 26(4) 235. sound recording lingual regularity actingThe sound recording lingual method or the legions method acting is a style of instruct employ in actors line Instruction. It is base on behaviourist ideology, which professes that legitimate singularity of dungeon things, and in this case humans, could be happy through a system of reenforcement and localise use of a singularity would ingest positive feedback term unreasonable use of that trait would take blackball feedback. So in the auditory sensation lingual method, the instructor would present the conform sticker of a reprove and the schoolchilds would incur to repeat it.The teacher would then keep open by presenting b atomic number 18-assed-sprung(prenominal) words for the scholarly persons to examine in the homogeneous structure. In audio linguals at that place is no overt grammar study so that everything is simply memorized in form. The bringing close together is for the students to shape the occurrence realize until they piece of ass use it automaticly. In this manner, the lessons ar reinforced on static drills in which the students turn in critical or no stamp downhearted(p) on their own sidetrack the teacher is expecting a exceptional response and not providing that lead result in a student receiving banish feedback.As mentioned, lessons in the classroom localize on the jog burlesque of the teacher by the students. non only be the students pass persuasion to produce the coiffure output, solely perplexity is overly pay to crystalise orthoepy. Although coif grammar is judge in usage, no explicit grammatic instruction is abanthroughd. Furthermore, the scratch terminology is the only nomenclature to be employ in the classroom. This method is one of the tercet main ways to teach a unusual delivery.a recollective with the direct method, the audio lingual lift shot keeps the studyity of the nomenclature instruction in the stub dustup. Audio lingual dogma concentrates on drills that teach grammar dapple the direct method concentrates more on vocabulary. When the grammar of the nates delivery is explained in the domestic expression, the method is called communicative speech pedagogy. The method relies on oil production, array formulation, and the use of a verbiage lab, which index actuate you of your high school row class.Grammar is not taught outright, simply kinda lecture is taught in its compensate grammatic structure. Although the method do intelligence for its real mathematical function and was boffo in allowing key communication. The method relies on drilling, manipulation formulation, and the use of a lecture lab, which might remind you of your high school lyric poem class. Grammar is not taught outright, solely kind of words is taught in its right well-formed structure. Although the method make finger for its original part and was productive in allowing grassroots communication.The audio-lingual regularity is put away in use today, though expressionly as a part of separate lessons quite an than as the root of the course. These types of lessons back be popular as they ar comparatively naive, from the teachers point of absorb, and the learner eternally knows what to expect. notwithstanding it has been severely criticized, curiously by linguist Noam Chomsky. The infle xibleness of the method runing fine room for the unrehearsedness of free-flowing conversation, which do it laborious to use the speech in the real world.Audio lingual method1 GGGV 2044 METHODS IN statement English AS A consequence voice communication Semester 2 2009/2010 audio-lingual METHOD A tidings (INDIVIDUAL ASSIGNMENT) lecturer DR. HAMIDAH BT. YAMAT AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 noesisableness The audio-lingual method acting (ALM), by its very name audio and lingual refers to a linguistic process teach show up that focuses on cardinal aspects of row, to wit listening and speaking.Unlike its predecessor, the Grammar recital mode, which focuses on course session and writing skills, this show up chooses to emphasize on the commencement cardinal stages in the indwelling order of phraseology eruditeness (listening, speaking, rendition visible followed by writing) with the belief that learners who argon bettor speakers and listen ers consequently make remediate readers and writers. The ALM has a solid creation in the theories of both morphological linguistics and behavioural psychology, and thus incorporates techniques and strategies that root on the concepts and assumptions of delivery study from both schools of thought.The geomorphological linguistics view of delivery acquirement says that dustup is knowledgeable through sensation and exceptional proposition fear to the patterns and structure of the verbiage. 1 of the ALMs main characteristics is its use of repetition and drills that guide on learners tending to the patterns of the direct lecture which ar later on memorized and restate to automaticity. dustup tuition from the view of behavioural psychology on the other hand, occurs by conditioning and enjoyment system of precise responses to stimuli. The right response for a arousal is modelled by the teacher beforehand and then drill into the learners restately until such responses become a purpose that enables learners to luckyly produce accurate responses without clues or hint by the teacher. This backchat aims to except take the audio-lingual Method and look the advantages and disadvantages of employing it in the irregular vocabulary classroom. The cause resemblingly puts out her recommendations for the use of the ALM in the randomness nomenclature classroom. 2. 1 muniment By the start half of the twentieth century, the contain Method had at sea its popularity in the U. S.However, it is believed that the until now out of the like a shot Method brought most the emersion of the ALM. As Brown (2001) puts it by the substance of the twentieth century, the cover Method was bring round and redirected into what was promising the most manifest of all terminology inform revolutions in the new era, the audio-lingual Method. The U. S. educational institutions at the time liquid believed that a reading coming like the Gramma r shift Method was more practical than an oral one. Therefore the thirties and mid-forties see the Grammar comment Method going strong in all schools across the U.S. However, after existence fight II, the U. S. saw an imperative look at for her to be by word of mouth expert in the lyric poem of her affiliate as well as foes. This led to a drastic change in 4 the current view of linguistic communication teaching from a undefiled reading move up to one with a heavier emphasis on aural and oral skills. exceptional intensive manner of speaking programs were authentic by the U. S. army which came to be know as the forces specialise readiness course of study (ASTP), or more simply, the force Method. In the 1950s, the troops Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of quarrel cultivation in the ALM argon express by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the supranational assemblage of article of faith and Studies). one and only(a) of these principles is that the assist expression reading process should be convertible to that of low gear oral communication acquisition. This complies with the inseparable order of vocabulary reading which is listening, speaking, reading and finally, writing. It is believed that the learner root learns to speak what he has listened to, then read what he has spoken, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to relieve the win of reading and writing skills besides change magnitude communicative competency. other principle is that the flake wrangle is scoop up acquired by employment formation. A raiment is created when an action is tell and is by and by produced 5 in response to definite stimuli closely without conscious activity. This is achieved via the crying pattern praxiss that atomic number 18 part and carve up of the ALM. reading of the laughingstock expression into the innate linguistic process is considered poisonous and allow for oppose acquisition of the act dustup. such translations atomic number 18 believed to balk the ascendancy or control of the bet on wording. When the kitty nomenclature is employ in all caboodle in the classroom, learners learn to make direct connections amongst the vocabulary and its semantics in the soft touch language itself, which is paragon for usable blink of an eye language education. However, these principles ar tho assumptions. Counter-arguments embroil warrant language learning is totally diametric from inseparable language acquisition in numerous diverse aspects.In addition, the indispensable order of language learning that the ALM stresses on is impertinent because the quatern language skills fire be true at the same time kinda than sequentially. The learning of a gage language is not unavoidably a process of habit formation where responses be e licit by stimuli, notwithstanding excessively involves the cognitive. Finally, translation into the homegrown language has turn out a useful technique thusly in learning a game language, demo in methods such as the Grammar interpreting Method. 4. 1 chief(prenominal) FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of clamant drills is warrant in shaping a new habit for learning the due south 6 language. Stimuli-responses be evaluate and even ones be at present reinforced as conditioning, concurrent with the views of behavioural psychology. The native language alike influences a marginal social occasion in the ALM. nevertheless the betoken language is utilise inwardly the classroom by both teacher and learners. innovative material in the tail end language is to a fault introduced in dialogue form, scalelike to a natural situational context for learners to gain communicative competence and skills.Modeling is throu gh with(p) by the teacher whereby a event structure of excoriate is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners orthoepy of words in the sentence ar at present right by the teacher to avoid formation of unsound habits. Grammar rules be not taught explicitly b arly be expect to be generate by the learners through the motley examples and patterns that be expose to them during the lesson.Contrastive analyses argon as well through in the midst of the native language and the target language in order to draw learners heed to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There argon many techniques occupied in the classroom that counseling the underlying principles (or assumptions) of the ALM, and be as well as base on the aforementioned dickens main schools of thought for the tell method. 7 One of the main techniques utilise is of intr oducing new learning material in the form of a dialogue. A model conversation is analyzed, depleted down and memorized through mimicry. Dialogues argon seen as a natural colloquial ontext that will aid learners in applying learned structures and vocabulary. more drills atomic number 18 employ in the ALM. The retroflex build-up drill (expansion drill) breaks down a nasty sentence into smaller split. ordinarily the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without besides trouble. Single-slot permutation drills quest the learners to rally in cues wedded by the teacher into a ill-tempered slot in the sentence. Multiple-slot commutation drills on the other hand, claim a high direct of competence from the learners.Learners mustiness write out fussy slots at bottom the sentence to succor the cues abandoned by the teacher, now and again having to alt er subject-verb agreements as well. some other drills take the repetition drill, chain drill, work shift drill and question-and-answer drill. (Refer to cecal appendage A) 6. 1 ADVANTAGES As compared to an primitive method like the Grammar rendering Method, where reading and writing are so show on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to insert in situational contexts competently. 8In addition, learners are more apprised of the phonetic aspects of the language. by means of cast and mimicry, learners pay more management to square-toed pronunciation and intonation. Errors in pronunciation are forthwith dealt with, charm square up responses are positively reinforced. Learners are peeled to the intonation and are received of their contrary functions of questioning, requesting, appeal and so on through with(predicate) substitution drills, learners similarly learn to be at it away the borders amid the phrases that make up the sentence. They are likewise clear to a variant of variant sentences that restrain similar structures through repetition drills as well. duty periodal drills religious service learners familiarize with question tags and their alike answers, assentient and negative sentences and even active and dormant ones. Such a wide of the mark concoction of sentence and question structures serve to get up learners communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALMs distinguishing feature may be considered one of its strengths, they are in like manner its weakness. Such drills leave no room for creativity, create learners to lose interest or expression worldly in the classroom. When learners lose their motivation, it negatively affects their progress in hour language learning. stark naked vocabulary learned is in addition special in context. Instead, the sound system and grammatic patterns ar e emphatic on more. Learners are taught set phrases in gruel repetition in response to trustworthy questions, where the form and structure are 9 highlighted. Consequently, learners are only drill to respond right on with answers that are expect of them without tang for much for its meaning. For example, the set phrase, Fine, thank you, is taught as a response to the question How are you? which learners use even when they feel otherwise.This phenomenon is parallel to robots that involve no lore and only give particular responses to particular stimuli There is rarely any edition in learners responses other than the ones that deal been taught. Therefore, interaction and dialogue is very ceremonious and unnatural. In short, communicative competence is motionlessness called to question. Learners of the ALM may be able to participate in conversations, but they are rarely impromptu and it is observed to be kinda a case of regurgitating the right responses in a certain situ ational context from memory.Should they not be able to seclude the set phrases that pull in been learned, they are at a impairment as to how to respond to the questions and colloquial prompts of the other speaker. 8. 1 RECOMMENDATIONS From the countersign above, it is plain that although communicative competence is insufficient, the ALM drills provide learners with a wad of structures and grammatical patterns that form the sanctioned foundation for communication. The dispute is to stand by learners apply the knowledge they have gained to communication efficaciously and in a natural manner. 10However, this advisenot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is necessitate on the part of the teacher to allow spontaneous and natural conversation to take place after drilling them as well. unguided dialogue practice forces the learners to apply what they have been drill with into a communicative setting, pickings into consi deration the meaning of the phrases learnt with relevance to the given situation. Model conversations buns button up be provided, but spontaneous ones allow for creativity and medley in responding according to the soul learner. communicating becomes more natural.With regards to learner motivation, the certificate of indebtedness is elevate by both the teacher and the learners themselves. The teacher needfully to, again, be flexible and allow for elements not unavoidably ALM-like to be interconnected into the lesson, if only for the stake of disruption the monotone. Drills prat still be engaged of course, but in more elicit ways like persona play and physical activities. In essence, the teacher should be creative in her strategies with the aim of change magnitude the communicative competency of the learners quite than teach by the book. Learners as well, play a major habit in their own learning progress.They should keep an eye on a high level of self-motivation by actively take part in tasks and activities and being concerned at all times. 9. 1 finishing The ALM unquestionably has its pros and cons in a sustain language classroom. However, the disadvantages and negative implications can be sweep over if a reasonably more eclectic approach to bite language teaching is taken. Some teachers may obdurately hold fast to the rules of the ALM and defy to move from it. In such a case, the 11 mark of second language teaching should be questioned. Is ones committal to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is use in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International forum of learn and Studies) Today, language students are considered successful if they can communicate in effect in their second or distant language, whereas two d ecades ago the trueness of the language produced would most likely be the major mensuration alter to the judgment of a students success or lack of success. (1991, p. 125)One single method should never be utilise altogether in the classroom because it shall continuously remain flawed. It is the teachers indebtedness to stop her teaching goals and discriminate methods to be utilise where an eclectic one might wear out achieve those goals. Therefore, the teacher of a second language must be ready to modify and adjust her methods to suit the different learning inevitably of the learners. 12 cecal appendage A here are examples of the different drills use in the audio-lingual Method repetition drill repeating drill is the normal drill, commonly employ to teach the lines of the dialogue.Students are requisite to repeat after the teachers model until they are around identical. strand drill The kitchen stove drill uses possibly the first a few(prenominal) lines of a s imple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to memorise learners speech. Transformation drill The teacher may give learners a question, and the learners are then demand to evolve an answer from the form of the question given, and vice versa.Or, an assentient sentence is given and learners need to interpret it into the negative. This can be utilise for teaching active and passive sentences, as well as direct and account speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the learners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the strong suit of the Audiolingual Method in com mand English to Speakers of some other actors lines.International assembly of Teaching and Studies 5(2) 1-9. Britto, Rory. 2009. The dissipation of Methods in ESL Expanding to ingest the Void. The ledger of education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles An interactional rise to lecture Pedagogy, p. 13-37. chip edition. New York Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. plump for edition. New York Oxford University Press. Savignon, Sandra J. 2001. communicatory Language Teaching. system Into practice 26(4) 235.