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According to Veigarsdóttir (2009: 13) the Audio-Lingual  Method  is  based  on  oral  approach. However,  it  is  very  different  from  the  Direct  Method  because  instead  of  learning language  through  exposure  to  situations,  the  Audio-Lingual  Method  focuses  on grammar  patterns.  Although the method emphasizes speaking, it rarely allows beginning students to speak freely because they can make mistakes which can become habit forming

Banciu &  Jireghie (2012: 1) the Audio-Lingual Method is a primary focus is on helping learners  create  meaning  rather  than  helping  them  develop  perfectly grammatical  structures  or  acquire  native-like  pronunciation.  This  means  that successfully  learning  a  foreign  language  is  assessed  in  terms  of  how  well learners  have  developed  their  communicative  competence,  which  can loosely be defined as their ability to apply knowledge of a language with adequate  proficiency  to  communicate.

An explanation from Ayan (2008: 6) Audio-lingual  method  was  regarded  as  a  “process  of  mechanical  habit  formation” applying  “stimulus  response  chains”  in  language  teaching.  Spoken  forms  of  language  had precedence  and  written  forms  were  generally  showed  in  further  stages  and  therefore,  “automatic production  and  comprehension  of  utterances” were  taught  in  the  first  stages  and  then  grammatical issues  were  represented.

Based on Sárosdy and Bencze (2006: 13) the Audio-Lingual Method, which belongs to the cognitive approach of language teaching. There was a great demand for people speaking foreign languages for military purposes.  They had  to  be  prepared  for  their  tasks  in  shortcut  intensive  courses.  Some of the principles  used  in  this  method  are  similar  to  those  of  the  direct  method  but  many are different. The  goal  of  Audio-Lingual  Method  is  to  enable  students  to  use  the  target language  communicatively. In order to do this, students need to over-learn the target language, to learn to use it automatically without stopping to think. This aim can  be  achieved  by  students’  forming  new  habits  in  the  target  language  and overcoming the old habits of their native language.


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