USING AUDIO-LINGUAL METHODS IN TEACHING ENGLISH TO SECONDARY SCHOOL TO DEVELOP THEIR SPEAKING SKILLS

ABSTRACT

English has emerged as a crucial language for cross-border communication in today's more interconnected globe. Being able to communicate in English is essential for anybody hoping to engage in international discussions, as it is widely acknowledged as the lingua franca in a variety of domains, such as science, commerce, and technology. As a result, English language instruction is prioritized in educational establishments across the globe, with a special emphasis on fostering communicative competence in speaking and listening. These abilities are essential for students to succeed in social situations and to build self-assurance in their use of English outside of the classroom. Speaking and listening skills are particularly important to concentrate on in secondary school. This stage of language acquisition places students at a pivotal moment where they are developing habits in addition to fundamental language skills.

At this stage of language acquisition, students are not only developing fundamental language abilities but also developing habits that will affect their capacity to communicate successfully throughout their lives. However, traditional language teaching approaches frequently prioritize reading and writing above speaking and listening in a variety of educational contexts. Students with great grammar knowledge but lack confidence and vocal communication skills may be the outcome of this imbalance. Closing this gap is crucial for creating well-rounded language users who can function in both academic and real-world settings, especially in secondary education.

Keywords: English, Cross-border communication, Language instruction, Speaking skills, Listening skills, Classroom, Traditional language teaching.

Introduction

For secondary school pupils learning English, the Audio-Lingual Method (ALM) can be a very successful strategy for improving speaking abilities. This approach helps students internalize linguistic patterns and increase their fluency by emphasizing drills, pattern practice, and repetition.

Here are a few ways to use this approach in the classroom:

 1. Focus on Pronunciation and Intonation Exercises: The Audio-Lingual Method involves students practicing words and sentences over and over again in order to become proficient in proper pronunciation and intonation. For instance, students may practice basic words like "How are you?" and "What time is it?" on a regular basis. Minimal Pairs: To assist pupils in distinguishing minute variations in pronunciation, teachers can employ minimal pairs, such as "ship" and "sheep."

2. Consistent Sentence Structure Practice Pattern Drills: Instructors present a certain sentence structure (for example, "I am + verb-ing") and ask pupils to practice it using other verbs and subjects. This aids pupils in internalizing grammar rules. Substitution Drills: To improve their speaking flexibility, students practice changing words or phrases inside sentences (for example, "I am playing tennis" → "I am reading a book").

3. Conversations and Role-Playing Model Dialogues: Students mimic a teacher-presented discourse while focusing on fluency and pronunciation. Students can then rehearse the conversation in pairs. Role plays: To practice spontaneous communication in a variety of circumstances, students are given various roles in real-life scenarios (such as placing an order at a restaurant or requesting directions).

4. ⁠Pay Attention to Speaking and Listening Listening comprehension is a key component of the Audio-Lingual Method. Students may listen to audio recordings of talks played by teachers in order to recognize important terminology, phrases, or structures. Questions and Answers: To aid students with their speaking fluency and comprehension, teachers may ask them to answer basic questions based on a model dialogue.

5. Correction of Errors Immediate Correction: This is a fundamental aspect of the Audio-Lingual Method. In order to avoid the development of bad habits, teachers promptly correct their pupils' speech and grammar mistakes. Error Analysis: Whether it's a grammar, pronunciation, or word order error, teachers can find prevalent mistakes in their students' speech and design exercises to address those problems.

Emphasize Drills, Mimicry, and Repetition

The Audio-Lingual Method's emphasis on mimicking, drilling, and repetition is one of its main tenets. These methods are predicated on the notion that learning a language is a mechanical process that can be accomplished with regular practice and reinforcement. Similar to how a kid learns to speak by copying adults, ALM contends that language acquisition occurs best when learners hear and mimic appropriate patterns. Fluency is the goal of this imitating, which aims to produce automatic reactions to verbal inputs.

For these patterns to be reinforced, repetition is essential. In a standard ALM class, for instance, the teacher will model a sentence or phrase, which the pupils will then repeat several times. Students are eventually able to use the language accurately and naturally as a result of this constant exposure, which helps them memorize its structure and pronunciation. Repetition in ALM helps students practice language structures until they no longer need to actively consider them when speaking, according to Richards and Rodgers (2014). Students develop a mental model of the language through this process, which they can use in conversation.

Another essential component of the Audio-Lingual Method is drills. Students will have many chances to use the language appropriately thanks to these drills, which are made to practice particular language structures in safe environments. Different drill types—such as transformation, substitution, and repetition drills—have distinct functions in enhancing language acquisition. For example, students can practice word choice and sentence construction while strengthening the pattern they are learning by participating in substitution drills, which ask them to swap out a word in a sentence with another. Because these drills are usually very regimented, the emphasis is kept on repetition and accuracy.

Conclusion

To sum up, the Audio-Lingual Method (ALM) offers a useful strategy for improving secondary school pupils' speaking abilities. ALM helps students learn language patterns, enhance pronunciation, and gain speaking fluency by emphasizing repetition, exercises, and controlled practice. While corrective feedback guarantees that improper language habits are avoided, the inclusion of conversations, role-plays, and interactive activities promotes active involvement. ALM is still a useful technique for producing competent and self-assured English speakers, even with the possibility of boredom and the requirement to strike a balance between accuracy and originality. Teachers must combine a variety of speaking assignments and activities to make the learning process both productive and entertaining for pupils in order to maximize its effectiveness.

References:

1. Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
2. Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle.
3. Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd ed.). Heinle & Heinle.
4. Cook, V. (2008). Second language learning and language teaching (4th ed.). Routledge.