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In the audio-lingual method, oral language (including
careful work on pronunciation) is stressed; written practice is
considered secondary. In fact, in some audio-lingual curricula,
written work is postponed entirely until the student has
reached an intermediate level. While grammar is never dealt
with overtly in the classroom, the sequence of presentation of
sentence types and vocabulary is rigidly controlled, so that the
student is exposed to sentences of gradually increasing
complexity. The native language of the student is not used.
The teacher is expected to use only English.
Meanwhile, according Freeman (2000: 35) the audio-
lingual method, like the direct method is also an oral based
approach. The audio-lingual method drills students in the use of
grammatical sentence patterns. It was thought that the way to
acquire the sentence patterns of the target language was
through conditioning, helping learners to respond correctly to
stimuli through shaping, and reinforcement.
Furthermore, Brown (1994: 57) explains that the
audio-lingual method was widely used in the United States and
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