Audio-lingual Method Research Articles

METHODS OF TEACHING FOREIGN LANGUAGES AND PECULIARITIES OF THEIR APPLICATION IN EDUCATIONAL PRACTICE

The article examines various techniques, approaches, and methods of teaching foreign languages, namely: the communicative approach, lexical approach, audio-lingual method, direct method, test-teach-test technique, task-based learning technique, content and language integrated learning approach. The analysis of scientific and methodical literature was carried out. Emphasis is placed on new requirements that appear in the field of modern language education. The need to rethink the essence of foreign language teaching methods and teaching tools is highlighted.

The influence of phonetic competence on the success of cross-cultural communication

Problem. The developed phonetic competence is a prerequisite for successful cross-cultural communication, as it ensures mutual understanding of interlocutors in communication. The limited number of hours for learning a foreign language in a technical university, on the one hand, and the emergence of an increasing number of digital educational tools, on the other hand, require the search for new means of teaching phonetics in the context of preparation for cross-cultural communication. Goal. To analyze the methods of developing phonetic skills of non-linguistic HEI students and to propose new approaches to the combined development of phonetic and sociocultural competences using modern digital technologies. Methodology. It is determined that mastering the phonetic system of the language means a high level of development of phonetic skills, which include auditory-pronunciation, intonation, receptive and reproductive skills. The stages of formation of phonetic competence are traced, and a number of principles underlying the teaching of pronunciation are highlighted. The existing approaches to the formation of phonetic competence are analyzed, it is indicated that most effectively the task of teaching pronunciation can be solved using the audio-lingual method, which involves repeated listening and pronunciation of speech fragments, and leads to the formation of certain language automatisms. When developing new methods of forming phonetic competence, mobile technologies can be actively used, which allow learning the language at any convenient time and in any convenient place. Results. For the combined formation of phonetic and cross-cultural competences using the audio-lingual method, the course "Cultural sketches" was developed, which included thirty culture-related topics covering the most diverse fields of culture: Each topic was presented as an audiovisual file with parallel translation, the texts were processed using translingual strategies, which imply the alternating use of native and foreign languages, giving students the opportunity to practice language fragments as many times as they needed to consolidate the material and bring it to automaticity. Originality. Phonetic competence was formed in combination with cross-cultural competence, which implies assimilation of a wide range of sociocultural knowledge from various fields of human activity, using the method of audiovisual translation, which was implemented thanks to the use of mobile technologies. Practical value. The experience of practical work with the use of mobile tools for teaching phonetics shows that this approach makes it possible to increase the level of phonetic competence in the use of the English language by future specialists, and also stimulates them to self-development and independent activity.

Learning English as a Second Language through basic Approaches and Methods

This paper is aimed to find out how school and college teachers use the Approaches and Methods in their teachings. This qualitative study analyses how teachers have to be aware in picking Approaches and Methods before they deliver certain materials and treat their students. They teach in schools considering English as a Foreign Language. This study found that the teachers only used several Approaches and Methods like Grammar-translation Method which discuss language rules of first language and target language, Audio-lingual Method where drilling is used, and so on. Later, this study is expected to help teachers in preparing their teaching in the classroom, and which teaching Methods and Approaches they should use in teaching the students.

IMPACT OF WATCHING ENGLISH MOVIES, SERIES, AND CARTOONS ON ENGLISH LANGUAGE LEARNING OF A PRIVATE UNIVERSITY IN BANGLADESH

The article examines the influence of English movies, series, and cartoons on students majoring in English at a university in Bangladesh. The objective of this study was to ascertain the potential impact of films, series, and cartoons on the acquisition of the English language and to determine the extent of their influence. This quantitative research centered on the English department located in Dhaka, Bangladesh. A set of questionnaires was employed to administer a series of inquiries to 140 students. The research uses both primary and secondary data sources. Primary data sources include surveys and interviews, while secondary data sources encompass journals, publications, previous research, and websites. This study has shown the significant impact exerted by English films, series, and cartoons on EFL learners. The development of English language proficiency – reading, speaking, listening, writing – was noticeably improved. It is found that watching English series, cartoons, and movies is a quick and effective way for EFL students to pick up the language. The approach functions as an audiolingual method, incorporating visual aids and facilitating situational language instruction. Moreover, the subtitles have been found to enhance both reading and writing abilities, as well as promote social interactions and foster a deeper understanding of the culture of native speakers. This research will also provide valuable insights for future scholars and researchers.

Review of five methods used in english language teaching

This paper is a review article providing an overview of five methods of English language teaching: Grammar-Translation Method (GTM), Direct Method, Audiolingual Method, Communicative Language Teaching (CLT), and Task-Based Language Teaching (TBLT). For each method, a brief historical background is provided, followed by the aims, principles, techniques, and limitations. Continuous examination of ELT methods is essential because they provide an organized framework for teachers to deliver instructions and knowledge effectively. The choice of teaching method is vital to meet all the requirements of successful language teaching and learning. Additionally, different learning approaches suit different students. Today there are many teaching methods, but this paper will touch on the most significant ones that marked the historical development and beginnings of methods in language teaching and learning. By exploring the features of each method, this paper aims to enhance the understanding of their differences and to provide a critical view of each, in order to inform and assist young English language teachers in evaluating their own teaching practices. Keywords: English language teaching, teaching methods, English language learning

Application of Audiolingual Method in Active Arabic Language Learning for Visually Impaired Students

This study investigates the effectiveness of the Audiolingual Method in teaching Arabic to visually impaired students at Tahfidz Sam'an Boarding School in Darussudur Cimenyan, Bandung. The method, focusing on listening and speaking skills, is adapted to suit the unique needs of visually impaired learners. Using a qualitative approach with participant observations and interviews, the researchers assess the impact on students' language proficiency. Preliminary findings suggest positive outcomes, enhancing engagement, fostering inclusivity, and promoting a more interactive Arabic language learning environment. The study also incorporates teachers' perspectives, offering valuable insights for adapting language teaching methods to cater to the specific requirements of visually impaired students, ultimately contributing to effective Arabic language education in Islamic boarding schools.

Impact of Watching English Movies, Series, and Cartoons on English Language Learning of a Private University in Bangladesh

The article examines the influence of English movies, series and cartoons on students majoring in English at a university in Bangladesh. The objective of this study was to ascertain the potential impact of films, series, and cartoons on the acquisition of the English language and to determine the extent of their influence. This quantitative research centered on the English department located in Dhaka, Bangladesh. A set of questionnaires was employed to administer a series of inquiries to140 students. The research uses both primary and secondary data sources. Primary data sources include surveys and interviews, while secondary data sources encompass journals, publications, previous research, and websites. This study has shown the significant impact exerted by English films, series, and cartoons on the EFL learners. The development of English language proficiency—reading, speaking, listening, writing—was noticeably improved. It is found that watching English series, cartoons and movies is a quick and effective way for EFL students to pick up the language. The approach functions as an audio lingual method, incorporating visual aids and facilitating situational language instruction. Moreover, the subtitles have been found to enhance both reading and writing abilities, as well as promote social interactions and foster a deeper understanding of the culture of native speakers. This research will also provide valuable insights for future scholars and researchers.

The Effects of Audio-Lingual Method on Children’s English Acquisition

The purpose of this study was to explore the effects of the audio-lingual method on children's English acquisition. This study used a qualitative method with a descriptive qualitative design. The subjects of this research are the children in Bone District who take an English course at the basic level. In this case, the researcher used Aura Lentera Fitrah, which is the English course, as the research setting. Besides, the researcher used purposive sampling to get the sample. To collect the data, this research used interviews as instrument. The result of this research showed that the effects of the audio-lingual method on children's English acquisition were engagement and fun; enhanced memorization and repetition; building teacher-student relationships; and listening and speaking opportunities. This research highlights the importance of the audio-lingual method technique for teaching listening and speaking skills to Indonesian EFL students. This method helps students acquire language through formation habits, adapting English phonemes, and improving pronunciation. It also enhances students' communicative competence and can be applied to non-formal institutions for teaching English as a co-curricular activity in Indonesia's current curriculum system.

The Effect Of Using Audio Lingual Method In The Listening Comprehension Of Grade Ten Students Of SMA Swasta Kampus Nommensen Pematang Siantar

The aim of this research is to find out whether there is a significant effect of using the audio-lingual method on the listening comprehension of tenth grade students at Nommensen Private High School, Pematang Siantar Campus. In addition, the aim of this research is to make teachers consider appropriate methods that they can implement in the classroom to teach students about listening comprehension. Therefore, teachers must pay attention to the appropriate methods that can be used to achieve maximum listening comprehension indicators. Another aim of this research is to help students understand listening comprehension material using the Audio Lingual Method and to entertain them with various ways of teaching in the learning process by providing them with music or other educational entertainment to increase their motivation in learning and creating. they are interested in listening to the material to achieve good habits from the learning process in the classroom which is the main goal of the Audio-Lingual Method. This research is quantitative research with the form of an experimental design. This research involves two variables; there is an independent variable, namely the Audio Lingual Method (X) and a dependent variable, namely students' listening comprehension (Y). In this research, the researcher used a purposive sampling technique to select the sample, and decided class X-3 as the Experiment Class and X2 as the Control Class to be the sample for this research where the number of students in the class was 30 students. Researchers also use research instruments which are divided into two instruments, namely instrument blueprints and instrument calibration. Researchers use tests, observation, and documentation as data collection methods. After calculating the average and standard deviation of the two classes, the researcher uses the t-test formula, the results of the t-test must be higher than the t-table with a significance level of 5% (2.265 > 1.680). Based on the research findings, the researcher concluded that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. So, it can be concluded that the use of the audio lingual method influences the listening comprehension of tenth grade students.

Task-Based Language Teaching based on Audiolingual Method to Promote Students’ Speaking Achievement

This present study was an attempt to examine whether a task-based language teaching based on audiolingual method improves students’ speaking achievement and to examine which aspect of speaking improves the students’ speaking achievement most. This research was conducted to 34 computer and network engineering students of the eleventh grade of SMK Ma’arif Sindang Ayu by using purposive sampling. The data were analysed quantitatively. The result presented the value of sig. (2-tailed) = 0.000 < α=0.05. as well as t-value= 14.606 > t-table=2.042. It means that H0 was rejected and Ha was accepted. It was implied that the implementation of task-based language teaching based on audiolingual method significantly improved students’ speaking achievement. Besides, the aspect of speaking which improved the most was fluency in which had the highest gain score among other aspects of speaking.

Ta’tsir Istikhdam Thariqah al-Sam’iyah al-Syafawiyah wa Thariqah al-Mubasyarah ‘ala Nataij Ta’allum Maharah al-Kalam bi Madrasah al-Tsanawiyah (Dirasah Muqaranah)

This article aimed to compare students' Arabic language learning outcomes of speaking skills due to the use of Audio-Lingual and direct methods. The author compared the results of the two methods to see their impacts on students’ Arabic speaking skills at Madrasah Aliyah Nurul Iman Ulu Gedong. This referred to comparative quantitative research with the type of experimental research (Post-Test-Only Control). The results of this research showed that: 1). Students' Arabic speaking skills using the Audio-Lingual method obtained the highest score of 95 and the lowest score of 53 with an average of 73.79. 2). Students’ Arabic speaking skills using the Direct method obtained the highest score of 66 and the lowest score of 28 with an average of 47.71. Thus, students’ Arabic speaking skills taught using the Audio-lingual method were higher than those taught using the direct method. 3). Based on the results of hypothesis testing using the paired sample t-test, there was a significant difference in learning outcomes of students' Arabic speaking skills as getting taught by using Audio-lingual and the Direct methods.

The Mediating Effect of Filipino Language Orientation toward Language Attitude and Active Learning of the Learners

Aims: This research aims to determine the mediating effect of Filipino Language orientation towards language attitude and active learning of the learners.
 Study Design: Quantitative non-experimental design.
 Place and Duration of the Study: The study was conducted among Senior High School students in HOLY CHILD College of Davao, particularly on 3 campuses: Mintal, Jacinto, and Cabantian during the school year 2022-2023.
 Methodology: The respondents were 261 senior high school students from private schools in Davao City, Region 11, Philippines. The respondents were chosen using stratified sampling. The data was collected using survey questionnaires. The data analysis was done by mean, Pearson correlational coefficient and Path analysis.
 Results: The results revealed that the level of language attitude was high and the level of active learning of the learners was very high. Additionally, the level of Filipino Language orientation is also high. There was a significant relationship between language attitude and active learning, language attitude and Filipino Language orientation, and Filipino Language orientation and active learning.
 Conclusion: Therefore, there is a partial mediation of Filipino Language orientation toward language attitude and active learning of the learners. Therefore, the researcher recommends that to enhance the language attitude and Filipino Language orientation of the students, they can participate in competitions related to Filipino Language like National Language Month and National Literature Month. Additionally, teachers should provide an interactive experience to the students in teaching of Filipino like audiolingual method, community language learning, language scaffolding, Socratic discussion and others.

THE DIFFICULTIES OF TEACHING SPEAKING FOR YOUNG LEARNERS

Speaking is one of four skills that should be mastered by EFL students. However, there are several problems that teachers found while teaching speaking, especially for teaching young learners. The problems usually come from the students itself, but the teacher's method in teaching may cause a problem too. This paper is intended to share the teacher's difficulties in teaching speaking for young learners and the way to solve those problems. The methods that the writers use in this paper are descriptive research and literature research. The data was collected through a survey for elementary school teachers around Purwokerto, which are formal and non-formal schools. The finding shows that the teachers facing the same problems in teaching speaking, such as students can't remember the pronunciation and can't understand the materials well, the method that commonly used to teaching speaking, and teacher's suggestions on how to teach speaking better. This paper also provides some solutions that teachers can use to achieve the higher quality of teaching speaking especially for young learners and make students improve their skills in speaking. There are audio lingual method (ALM) and Communicative Language Teaching (CLT) in teaching speaking for young learners that expected to help solve those problems.

GTM in new era: A reflection on its development and integration with other teaching methods

Relevance. The rapid development of information technologies and the changing educational needs of society require continuous improvement of teaching methods, making the examination of the grammar-translation method (GTM) and its integration with other approaches relevant. This allows identifying the strengths of this method and ways to optimise it in accordance with current challenges.Purpose. The purpose of the study is to explore ways to integrate GTM with other teaching methods, such as the direct method, the audio-lingual method, and the Suggestopedia, to create more effective and comprehensive educational strategies.Methodology. Conceptual modelling, synthesis, and comparison methods were used in the study.Results. The results indicate the prospects of integrating various teaching methods, including GTM, with other approaches such as the direct method, the audio-lingual method, and the Suggestopedia. The study discovered that integrated teaching methods also contribute to actively engaging students in the learning process by stimulating them to work independently, conduct research, and exchange knowledge, thus creating a more dynamic and stimulating learning environment that promotes the development of not only knowledge but also the skills necessary for successful adaptation in modern information society. However, the study also demonstrated that for maximum effectiveness of such programmes, it is important to consider the individual characteristics and needs of each student, which will make the educational process more flexible and efficient, providing students with optimal conditions for learning and development.Conclusions. The results of the study can be used to develop and improve educational programmes, adapt teaching methods to student needs, and optimise the learning process as a whole.

The Effects of TPR on the Second Language Learning of 3-4-year-old Children

This paper focuses on comparing the efficacy of the Total Physical Response (TPR) and Audio-Lingual Method (ALM) for teaching a second language to children aged 3-4. TPR is a language learning method that employs physical movements and commands to facilitate language acquisition, while ALM focuses on accurate pronunciation and grammar through repetitive practice and reinforcement. Research has shown that early language exposure has long-term benefits for children, including improved cognitive development, academic performance, and socio-emotional outcomes. However, previous studies have focused on older children or adults, and there is limited research on TPRs effectiveness for 3-4-year-olds. The proposed study aims to address this gap by testing whether TPR is better than ALM in teaching a second language to young children. The study involved sixty 3-4-year-old children from a kindergarten in Hangzhou, China, and used the Preschool Language Scale-5 (PLS-5) as an assessment tool.

Effectiveness of Audio-Lingual Method and Communicative Language Teaching in Enhancing the English Language Grammar Proficiency and Attitude among Intermediate Chinese EFL Learners

The current study delved into examining the effectiveness of Audio-lingual Method (ALM) and Communicative Language Teaching (CLT) in developing the English language grammar skills and language learning attitude of EFL intermediate Chinese learners. The study employed a quasi-experimental research design in the two groups of 60 Chinese EFL middle grades. The study uses a quasi-experimental research method for two groups of respondents. Findings showed that the ALM and CLT are effective in enhancing the English language grammar proficiency and language learning attitude among Chinese EFL intermediate learners. The gender gap in language learning favors female respondents to exhibit better performance. Consequently, the EFL learners exposed to the Communicative Language Teaching method showed better language learning grammar performance compared to those in the Audio-lingual Method. Language grammar learning attitude is not affected by gender, implying that both sexes were able to obtain the same level of benefits of the ALM and CLT. Finally, the study further concludes that language proficiency is not associated to attitude towards learning grammar of the two groups of respondents after their exposure to Audio-lingual method and Communicative Language Teaching implying that regardless of the learners’ attitude towards learning grammar they are capable of manifesting better performance in language learning with the use of ALM and CLT. The theoretical and practical implications of the study are presented and discussed.

Implementation of Audiolingual Method in Increasing Students' Learning Motivation at Nurul Mun'im Islamic Elementary School

<p>The background of this research is motivated by the declining interest of students at MI Nurul Mun'im in learning Arabic. The reason is the lack of interesting learning methods, so there is no motivation for students to follow learning with enthusiasm. Efforts that must be made include the selection of suitable and interesting methods to use that can make learning easier to understand and not cause boredom when teaching and learning activities take place in the classroom. Therefore, researchers chose the audiolingual method as a method of learning Arabic in this study. The audiolingual method means listening and then speaking so that students not only focus on one understanding but are also expected to be able to repeat what they heard before with no errors. The research method used this time is a method with a qualitative approach of the case study type, which is in accordance with its characteristics, namely a method that is in social research. The data collection techniques include observation, interviews, and documentation. The research results are summarized as follows: Students' interest in learning is also greatly increased, as marked by the enthusiasm of students during class, the enthusiasm of students in participating in learning, and a sense of pleasure and love to learn Arabic. This is certainly inseparable from the role of the teacher who has chosen the audiolingual method as a method of learning Arabic. A good teacher and the selection of methods that are suitable for students will make students play an active role during learning activities.</p>

Dialek Daerah pada Percakapan Bahasa Arab Santri di Pesantren: Studi Kasus Pada Pesantren Pendidikan Islam Darul Abrar Bone

This study aims to determine the absorption process of regional dialects in the Arabic conversation of class VIII students at KMI PPI Darul Abrar Bone. This type of research is descriptive qualitative with a sociological approach. The results showed that the absorption of regional dialects in the Arabic conversations of class VIII students at KMI PPI Darul Abrar occurred due to environmental factors that still lingered and influenced them, spontaneous factors the effect of the lack of Arabic vocabulary they mastered, and the use of code mixing between Arabic and regional dialects. they. This absorption has an impact on the inability of students to understand language differences well, and their low mastery of Arabic vocabulary. The expected solution is to get used to using good and correct language, using various learning techniques, and applying the audiolingual method to the learning process. The implication of this research is the presence of awareness among teachers that the process of learning Arabic has not been maximized so far, so it is hoped that the solutions offered can be realized optimally

The Eclectic Approach in English Language Teaching Applications: A Qualitative Synthesis of the Literature

This paper proposes a study of the methodologies used to teach English as a second language through computer applications. It reviews the different methodologies used in language teaching in order to contrast them with different fundamental approaches. It examines the applications used for teaching English online, especially those in line with personalised learning environments and learner-centred autonomy. The use of a mixed methodology is reported, allowing the selection of papers from both a traditional systematic review and the search engine elicit.org. Finally, it is concluded that Blended Learning is the most appropriate method, highlighting that current applications are mainly based on the Audio-Lingual method, which limits their practical use in wider contexts. Further research is needed on software applications that prioritise personalised learning environments with learner-centred autonomy, incorporating technologies based on Blended Learning and artificial intelligence (AI). To this end, it is proposed in the future to develop an application using Automatic Speech Recognition (ASR), Text To Speech (TTS), Natural Language Understanding (NLU) and Dialog Management (DM) algorithms, focusing on the above and simulating the capabilities of a teacher. This may lead to innovations in the development of software applications capable of integrating different methods, teaching modalities and learning methods.

THE EFFECT OF AUDIO LIGUAL METHOD (ALM) IN MANDALORIAN MOVIES ON LISTENING ABILITY IN 11TH STUDENT OF SMA 12 BENGKULU UTARA

Nowadays, teaching media is developed well in many kinds especially for English listening skill. Listening is the first communication skill human acquired. It is an important process which has vital role in the daily activity. The example of teaching media to be used in listening class is English Movie. The researcher conducted watching English movie activity in the class and he realize that the teaching media is interesting to be used because students are easy to get bored when they have listening activity without visual media. Then, he wants to know the students’ perception about the use of this method, The objective of the research was to find out the Effect of Audio Lingual Method (ALM) In Mandalorian Movies On Listening Ability and it was using quantitative experimental research. The population of this research was the students in SMA 12 Bengkulu Utara. It takes 60 students consisted of 30 as experimental and 30 as a control class. The result of t-test value of the post test was greater than t-table value (116,0>2.042). The hypothesis testing above showed that the listening comprehension scores of the students in experimental group had a significant difference after the use ALM (Audio Lingual Method) in Mandalorian movies, strategy was done in compared to the control’s group achievement who did not receive the ALM (Audio Lingual Method) in Mandalorian movies as on the experimental group, it showed Audio Lingual Method (ALM) In Mandalorian Movies On Listening Ability was effective to be used to improved students’ ability in listening. By using this strategy, it maybe improves students to learn proper English by using a movie as a learning method so the student can enjoy studying a English by watching a movie.
 Keywords: Listening Ability, Audio Lingual Method (ALM), Mandalorian Movie