Comparing the Direct Method and Audio-Lingual Method

The Direct Method

Characteristics of the Direct Method

• It was a reaction to the restrictions of the Grammar-Translation Method.
• Translation was abandoned, and classes were conducted in the target language.
• New teaching points were introduced orally.
• Everyday English was taught through demonstration.
• Oral skills were taught inductively.
• Correct pronunciation and grammar were emphasized.

Teacher's Role in the Direct Method

• Teachers had to be either native speakers or have a very high level of the language.
• The teacher's skills were more important than the textbook.
• It was difficult for teachers to demonstrate everything with actions because translation was forbidden.

Student's Role in the Direct Method

• Students had to speak in the target language; the use of the mother tongue was forbidden.
• They had to ask and answer questions using the target language.
• They had to learn to think in the target language as soon as possible.
• They had to use common speech in adequate situations.

The Audio-Lingual Method (ALM)

Characteristics of the Audio-Lingual Method

• This method is based on behaviorist theory.
• Language learning is a process of habit formation. By memorizing dialogues, the chance of making mistakes is reduced.
• Language is learned more effectively if it is presented orally instead of in written form.
• Grammar rules are not given until students have practiced a pattern in a variety of contexts.
• Vocabulary should be learned in a linguistic and cultural context and not in isolation.

Teacher's Role in the Audio-Lingual Method

The teacher's role is active; it is a teacher-dominated method. The teacher pays attention to pronunciation, intonation, and fluency. They must keep learners engaged by varying tasks and drills and by choosing relevant situations to practice structures.

• Learning languages is seen to result from verbal interaction between the student and the teacher.
• The teacher corrects mistakes immediately.
• Language must be adapted to students' needs and interests.
• Key structures are selected and used for the drills.

Student's Role in the Audio-Lingual Method

Learners at first do not understand what they are saying, but by listening to the teacher, imitation, responding to, and performing tasks, they learn through behavior. The process is the following:

1. Students hear the dialogue as many times as necessary.
2. Students repeat each line in chorus and individually.
3. Dialogues are memorized line by line and, if necessary, broken down into smaller parts.
4. Students may look at textbooks, and activities involving reading or writing may be introduced, although at the beginning, reading is limited to copying.

Criticism of the Audio-Lingual Method

• Language acquisition is viewed through habit formation instead of meaningful learning.
• Children are not encouraged to use creative abilities.
• Language is not merely a set of habit-forming structures; it includes creativity and learner competence.