1. The Audio-Lingual Method and Speech Development

Contents

Introduction………………………………………………………………...………3

Main part…………………………………………………………………………...4

1. The Audio-Lingual Method and Speech Development………………………….4

2. Audiolingual Method to Improve the Students’ Listening Skill………………...8

3. Classroom Interaction Versus Audio –lingual Method In Teaching English

Grammar………………………………………………………………………...17

4. The Effect of audiolingual method on Learning Vocabulary…………………..26

Conclusion and recommendations………………………………….……...…...

References

Appendix (PPT presentation)

Introduction
In countries in which English is learned as a foreign or as a second language, children’s language education has been recognized as an important factor. The present study aims to investigate the progress of EFL young learners via the method of Audiolingual. The focus therefore is on the acquisition of English words and communicative skills in a certain period of time, and on the best method for improving communication in English for EFL learners. As we know, nowadays-good teachers need to change some ways of teaching English language under school conditions as the old-approaches and longer meet the requirements of the last year. The historic changes took place in Uzbekistan, since there have been obtained.

The Audio-Lingual method aims to develop communicative competence of students through dialogues. Dialogues and pattern drills that students need to repeat are used to form habits in learners that will allow them to develop quick and automatic responses. Drills are useful in foreign language teaching in that they give students the opportunity to perform what they have learnt. The objective of this study is to demonstrate how the use of Audio-Lingual method facilitates learning a foreign language. Like the Direct Method, it is also an oral-based approach. The Audio-Lingual Method drills students in the use of grammatical sentence patterns. Unlike the Direct Method, it has a strong theoretical base in linguistics and psychology.