Keywords
Abstract
The Audiolingual Method (ALM), rooted in behaviorist psychology and structural linguistics, emphasizes repetition, memorization, and pattern practice in language learning. Though widely used in the mid-20th century, the method has since been criticized for its lack of communicative focus. This article reexamines the principles of the Audiolingual Method and evaluates its relevance in contemporary English as a Foreign Language (EFL) classrooms. Based on classroom observation and teacher interviews, the study reveals that while ALM is no longer a dominant approach, selected techniques from the method still offer benefits, particularly for pronunciation, listening, and grammar reinforcement.
References
1. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
2. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press.
3. Skinner, B. F. (1957). Verbal Behavior. Appleton-Century-Crofts.
4. Harmer, J. (2007). The Practice of English Language Teaching. Pearson Education.
5. Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned. Oxford University Press.