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5. Teachers’ Roles in the Audio-Lingual Method

In the audio-lingualism, as in situational language teaching,

the teacher’s role is central an active; it is a teacher-dominated

method. The teacher models the target language, controls the

direction and pace of learning, and monitors and corrects the

learners’ performance. The teacher must keep the learners

attentive by varying drills and tasks and choosing relevant

situation to practice structures.

Brooks in Richards (1999: 56-57) added that the teacher must

be trained to do the following:

a. Introduce, sustain, and harmonize the learning of

the four skills in this order: hearing, speaking,

reading and writing.
b. Use English in the language classroom.

c. Model the various types of language behavior that the
student is to learn.

d. Teach spoken language in dialog form.

e. Direct choral response by all or parts of the class.

f. Teach the use of structure through pattern practice.

g. Guide the student in choosing and learning vocabulary.
h. Get the individual student to talk.

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