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The assumption here is that they will be able to

successfully transfer their linguistic knowledge of discrete items

of grammar into communicative use in appropriate contexts, a

questionable assumption that we revisit shortly.

Above all, one of the audio-lingual main characteristics is

its use of repetition and drills that draw learners’ attention to the

patterns of the target language which are subsequently

memorized and repeated.

According to Freeman (2000: 48-49) there are seven

kinds of drills which are used in the audio-lingual method,

they are:

1) Backward Build-Up (expansion) Drill

This drill is used when a long line of a dialog is giving

students trouble. The teacher breaks down the line into several

parts. The students repeat a part of the sentence, usually the

last phrase of the line. Then, following the teacher’s cue,

the students expand what they are repeating part by part until they

are able to repeat the entire line. The teacher begins with the

part at the end of the sentence (and works backward from

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