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them on command. Diller says, “Pattern drills require the

student to think only about the mechanics of manipulating

grammatical structures, he is not required to think in the

language when he does a pattern drill”. Margolis adds that the

audio-lingual method relies heavily on “Pattern drills and

dialogue routines that are highly structured, stilted utterances.”

She questions “whether or not drills in these utterances prepare

one adequately for free-flowing, spontaneous speech”.

Another disadvantage of the audio-lingual method relates

to using audio- visual tools (i.e., videos, language labs). Such

tools can be beneficial if used correctly; however, if they are

overused, the critical verbal exchange between student and

teacher is given secondary importance.

Students must have conversational interaction if they

wish to learn a second language effectively. For the language

instructor to rely exclusively-or even primarily-on audio- visual

methods is to deny the students of the crucial human exchange

that is necessary in second language development. Another

aspect of this “artificial learning” is that of a limited vocabulary

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