ACADEMY OF JOURNALISM AND COMMUNICATION
FACULTY OF FOREIGN LANGUAGE
THE AUDIO-LINGUAL METHOD AND THE TASK-BASED
LANGUAGE TEACHING APPROACH
(An Assignment on English Language Teaching)
GROUP: Hoàng Hoài Anh
Hoàng Đức Minh
Đặng Hoàng Thái
Ngô Quang Thành
CLASS: ETE 42
SUPERVISOR: Nguyễn Thị Thúy Huệ
Hanoi - 2025
Table of Contents
A. INTRODUCTION ................................................................................ 1
1. Rationale ............................................................................................. 1
2. Aims of the study ................................................................................ 2
3. Methods of the study........................................................................... 2
4. Structure of the study .......................................................................... 3
B. THE AUDIO-LINGUAL METHOD .................................................. 3
1. Main features ...................................................................................... 3
2. Typical techniques .............................................................................. 4
3. Comments ........................................................................................... 5
C. TASK-BASED LANGUAGE TEACHING APPROACH ............... 6
1. Main features ...................................................................................... 6
2. Typical techniques .............................................................................. 7
3. Comments ........................................................................................... 8
D. COMPARISON .................................................................................... 8
1. Similarities .......................................................................................... 8
2. Differences .......................................................................................... 9
E. IMPLICATIONS FOR CLASSROOM TEACHING CONTEXT
IN VIETNAM ............................................................................................ 10
1. Overview ........................................................................................... 10
2. Challenges of the implementation of TBLT in Vietnamese
classrooms ................................................................................................ 11
3. Challenges of the implementation of ALM in Vietnamese classrooms
12
CONCLUSION .......................................................................................... 12
REFERENCES .......................................................................................... 13
A. INTRODUCTION
1. Rationale
Language teaching methodologies have evolved significantly over the years,
reflecting the dynamic nature of language acquisition and the diverse needs
of learners. The Audio-Lingual Method (ALM) and Task-Based Approach
(TBLT) represent two distinct but influential paradigms in the field of
language education. Understanding the strengths and limitations of these
methodologies is crucial for developing effective teaching strategies that
cater to the diverse needs of language learners.
The Audio-Lingual Method, which emerged in the 1950s and was widely
used through the 1960s, continues to influence language teaching practices
in many educational contexts worldwide. Despite criticism of its behaviorist
foundations, elements of ALM persist in modern classrooms, particularly in
contexts where traditional teaching approaches remain prevalent.
Understanding its continued impact and effectiveness is essential for
developing a comprehensive picture of language teaching methodology.
Conversely, the Task-Based Language Teaching Approach, which gained
prominence in the 1980s, represents a significant shift toward
communicative language teaching. Its focus on meaningful interaction and
authentic language use aligns with current understanding of how languages
are acquired. However, questions remain about its implementation across
different educational contexts and its effectiveness for various learning
objectives.
This research provides practical insights of both ALM and TBLT for
educators in the field of language education. Understanding these
approaches' theoretical foundations, practical applications, and outcomes is
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essential for advancing language teaching pedagogy and improving learning
outcomes for language learners.
2. Aims of the study
This study aims to investigate the distinctive characteristics and
effectiveness of both the Audio-lingual Method (ALM) and Task-based
Approach (TBA) in English language teaching, especially in Vietnamese
schools. By examining each method's unique features, the research seeks to
analyze how ALM's focus on pattern drills and habit formation differs from
TBA's emphasis on meaningful communication and authentic language use.
The study will explore how language teachers understand and implement
these contrasting methodological frameworks, particularly focusing on the
strengths and limitations of each approach in developing students’ language
competencies.
Additionally, this research aims to determine whether certain elements of
each method might be more suitable for addressing specific challenges faced
by Vietnamese learners.The findings will contribute to a better
understanding of how these distinct methodological approaches can be
optimally utilized in Vietnam's English language education system.
3. Methods of the study
The research employed systems approach to evaluate the Audio-lingual
Method (ALM) and Task-based Language Teaching Approach (TBLT) as
comprehensive teaching systems, scrutinizing their fundamental elements
such as lesson organization, practice activities, and learning outcomes.
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In addition, comparison methodology is utilized to assess both techniques,
helping to identify the specific strengths and contexts where each teaching
method proved most effective in language instruction.
4. Structure of the study
The study will be developed in four parts:
- The Audio-lingual Method
- The Task-based Approach
- The Comparison
- Implications for Classroom Teaching Context in Vietnam
B. THE AUDIO-LINGUAL METHOD
Audio-lingual is a method of foreign language teaching which
emphasizes learning grammatical and phonological structure, especially
for speaking and listening.
Audio-lingual is one of the most well-known language teaching
programmes in the 1950s and 60s. Nowadays, this method is becoming
unusual in modern language learning and has largely fallen out of use as
a methodology, since the cognitive views of language learning and
communicative accounts of language have led to other more effective
methodologies.
1. Main features
- The primary objective is oral proficiency while writing is avoided in
the early stages.
- New material is presented in dialog form.
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- There is dependence on mimicry, memorization of set phrases, and
overlearning.
- Structures are sequenced by means of contrastive analysis and taught
one at a time.
- Structural patterns are taught using repetitive drills.
- There is little or no grammatical explanation. Grammar is taught by
inductive analogy rather than deductive explanation.
- Vocabulary is strictly limited and learned in context.
- There is much use of tapes, language labs, and visual aids.
- Great importance is attached to pronunciation.
- Very little use of the mother tongue by teachers is permitted.
- Successful responses are immediately reinforced.
- The presentation of new language items is tightly graded in order to
minimize the possibility of making mistakes.
- There is great effort to get students to produce error-free utterances.
- There is a tendency to manipulate language and disregard content.
2. Typical techniques
- Dialog memorization: Students memorize an opening dialog using
mimicry and applied role-playing.
- Backward Build-up (Expansion Drill): Teacher breaks a line into
several parts, students repeat each part starting at the end of the
sentence and “expanding” backwards through the sentence, adding
each part in sequence.
- Repetition Drill: Students repeat the teacher's model as quickly and
accurately as possible.
- Chain Drill: Students ask and answer each other one-by-one in a
circular chain around the classroom.
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- Single shot substitution Drill: Teacher states a line from the dialog,
then uses a word or a phrase as a “cue” that students must substitute
into the sentence in the correct place.
- Multiple - slot substitution drill: Same as the Single Slot drill, except
that there are multiple cues to be substituted into the line.
- Transformation Drill: Teacher provides a sentence that must be
turned into something else.
- Question - and - answer Drill: Students should answer or ask
questions very quickly.
- Use of Minimal Pairs: Using contrastive analysis, the teacher selects
a pair of words that sound identical except for a single sound that
typically poses difficulty for the learners - students are to pronounce
and differentiate the two words..
- Complete the dialog: Selected words are erased from a line in the
dialog - students must find and insert.
- Grammar Games: Various games designed to practice a grammar
point in context, using lots of repetition.
3. Comments
a. Advantages:
- The ALM (Audio-lingual method) was firmly rooted in respectable
theoretical perspective at a time.
- Materials were carefully prepared, tested and disseminated to
educational institutions.
b. Disadvantages:
- Research in second language acquisition has shown that language was
not really learned through a process of habit formation, overlearning
and errors were not necessarily to be avoided at all costs as asserted
by behaviorists.
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- The ALM failed to teach long-term communicative proficiency
because the language it taught was de-contextualized and carried little
communicative function.
C. TASK-BASED LANGUAGE TEACHING APPROACH
Task-based learning brings to language teachers a new teaching method.
In a task-based lesson, the teacher doesn't prepare what language will be
studied, the lesson is mostly based around the completion of a central
task and the language studied is determined by the types of tasks which
students have completed.
A task-based lesson follows different stages: Pre-task (introduction to
topic and task), Task cycle (task, planning, and report) and Language
focus (analysis and practice).
1. Main features
- Making errors is natural and is considered as a part of the process in
acquiring the target language.
- Exposure to comprehensible input is crucial.
- Learning tasks facilitating learners to engage in interactions are
essential.
- Learners need to be encouraged to produce the target language as
producing the target language facilitates learning.
- Although learning production may be encouraged from the early stage
in the learning process, it is reasonable to allow a silent period.
- Focus on form is necessary.
- Second language teaching and learning pace should be made
reasonable for both learners with higher and lower aptitude.
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- Language learning tasks should be varied to cater for the needs for
both extrovert and introvert learners.
- Learning tasks should encourage learners to attend both meaning and
form and be varied in order to accommodate learners with different
learning strategy preferences.
- Teaching and learning process should foster motivation and minimize
learner anxiety.
- The choice of teaching and learning tasks and content (subject matter)
should be based on learner age.
- Learning tasks should arouse and maintain learners’ learning
motivation.
2. Typical techniques
- Jigsaw tasks: In a jigsaw task, students work in pairs or small
groups.They each have different information and they have to
exchange their information so that they have all the information. Often
they then have to answer questions or do other tasks based on the
complete information.
- Information-gap Tasks: In these tasks one learner has the information
and the other member of the pair or members of the group must find
out about that information.
- Problem-solving Tasks: These tasks ask students to work in groups to
devise possible solutions to problems.
- Decision-making Tasks: These tasks ask students to come to a
decision about a particular situation.
- Opinion exchange Tasks: These tasks ask students to express their
views on an issue.
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3. Comments
a. Advantages:
- TBLT could be applied and be suitable for students of all ages and
backgrounds.
- With the TBLT approach, students will have a much more varied
exposure to language.
- Students could use whatever vocabulary and grammar they know,
rather than just the task language of the lesson.
- Meaningful communication is allowed.
- TBLT helps students to be more determined in the language.
b. Disadvantage:
- New grammar or vocabulary features are hard to be acknowledged.
- The teachers are the ones who control the class.
- Not all students could be motivated by TBLT.
- More guidance and instructions are significantly needed for some
students who have difficulty in acknowledging grammar and
vocabulary.
D. COMPARISON
1. Similarities
- Focus on Communication: Both methods emphasize developing
learners’ speaking and listening skills.
- Interaction-Based Learning: Encourage active participation and
interaction in the learning process.
- Skill Development: Aims to enhance fluency and accuracy in
language use.
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- Teacher-Guided Approach: In both methods, the teacher plays a
significant role in structuring activities and guiding learners.
2. Differences
Task-based Language
Aspect Audio-Lingual Method
Teaching Method
Based on constructivism
Based on behaviorism and
and communicative
structural linguistics,
Main Theory language teaching.
emphasizing stimulus-response
Emphasizing learning
learning.
through experience.
Taught implicitly through Learned inductively
Grammar
pattern drills and repetition. through task completion
Speaking Focuses on repetitive drills, Develops speaking
Practice dialogues, and memorization. through interactive tasks.
Listening is active and
Listening involve in repetition and
integrated with real-world
Practice imitation of native speakers
tasks.
Integrated naturally as
Reading & Less focus; mostly controlled part of task completion,
Writing exercises requiring students to read
or write to achieve a goal.
Structured dialogues, pattern Real-life scenarios and
Materials Used
drills, audio recordings task-based activities.
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Provides guidance but
Role of the Central, controlling, and
allows students autonomy
Teacher correcting students
in task completion.
Completing tasks,
Role of the Passive, repeats and
engaging in problem-
student memorizes
solving, collaboration
E. IMPLICATIONS FOR CLASSROOM TEACHING CONTEXT
IN VIETNAM
1. Overview
Task-Based Language Teaching (TBLT) in Vietnam is part of the national
English curriculum, aimed at enhancing communicative competence and
cultural understanding through interactive tasks and a learner-centered
approach. It was introduced by the Ministry of Education and Training
(MOET) in 2006 and is implemented using locally developed textbooks to
promote active and cooperative learning.
However, challenges arise due to cultural norms favoring teacher-centered
and grammar-focused teaching methods. Additionally, national exams
emphasize grammar and vocabulary through multiple-choice tests, leading
teachers to prioritize test preparation over communicative skills, creating a
gap between TBLT’s goals and classroom realities.
The Audio-lingual Method (AL) in Vietnamese classrooms is rooted in
behaviorist theory and was developed as an improvement on the Direct
Method (DM). In this method, learners repetitively practice targeted
grammatical structures, gradually modifying smaller elements within
sentences. This approach emphasizes absolute accuracy to minimize errors,
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leading to a high focus on sentence-level structure. Despite its emphasis on
the target language, the communication produced isn't fully authentic
compared to real-life scenarios.
The method is still in use in Vietnamese classrooms, primarily for teaching
vocabulary and grammar through repetition. It focuses on memorization and
drills, requiring students to mimic and repeat teacher-led examples.
Although it lacks emphasis on communicative competence, it effectively
helps students build a solid foundation in vocabulary and grammatical
structures. The Audio-lingual Method is often combined with other teaching
approaches to enhance language instruction in Vietnamese classrooms.
2. Challenges of the implementation of TBLT in Vietnamese
classrooms
The implementation of TBLT in Vietnam faces several challenges.
First, many teachers lack adequate training and professional development to
effectively apply TBLT principles in the classroom. This results in a
divergence between teachers' understanding of communicative language
teaching and their actual classroom practices. Teachers often express strong
beliefs in explicit grammar instruction due to cultural learning norms and
examination pressures, leading to a preference for traditional, form-focused
teaching methods.
Furthermore, the curriculum's ambitious goals are not fully supported by the
existing educational infrastructure, including large class sizes and limited
resources, hindering effective task-based teaching. The strong washback
effect of grammar-focused national exams further exacerbates this issue, as
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teachers prioritize test preparation over communicative competence.
Consequently, the intended curriculum reform is not fully realized in
practice, highlighting the need for a more supportive and context-sensitive
approach to implementing TBLT in Vietnam.
3. Challenges of the implementation of ALM in Vietnamese
classrooms
There is no doubt that the Audio-Lingual Method (ALM) is a suitable
approach for teaching elementary school students, particularly those who are
new to English and require repetitive language exposure to become familiar
with it. However, a significant drawback of this method is its
impracticality when applied to higher proficiency levels in Vietnam. The
national high school and university entrance exams in Vietnam primarily
emphasize grammar, making ALM less effective in helping students achieve
high scores. Furthermore, the lack of adequate infrastructure in most
Vietnamese schools, such as language labs and modern equipment, poses a
major challenge to implementing this method effectively. Even in cases
where such facilities are available, they are often limited, resulting in
situations where students may only have access to a language lab once every
few sessions. This insufficient repetition reduces the method's overall
effectiveness and limits its potential impact on language learning outcomes.
CONCLUSION
The research presents a thorough evaluation of the Audio-lingual Method
(ALM) and Task-based Language Teaching Approach (TBLT) as
pedagogical frameworks. While both approaches aim to develop students'
communication skills and interaction, their theoretical foundations and
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practical implementations differ considerably. ALM, rooted in behavioral
theories, focuses on repetitive practice and habit formation, providing strong
structural foundations but potentially limiting creative expression. In
contrast, TBLT draws from constructivist principles, prioritizing authentic
communication and learner independence, though it may struggle with
systematic grammar instruction.
Research findings indicate that each method possesses unique strengths
rather than one being universally superior. The structured nature of ALM
proves particularly valuable for beginners through its systematic approach to
pronunciation and learning patterns. Conversely, TBLT shines in facilitating
genuine communication and practical language application. This
understanding points to the potential benefits of a combined approach,
particularly in Vietnamese educational settings, where teachers can
selectively incorporate elements from both methodologies to meet diverse
learning needs. This integrated strategy promises to deliver more effective
language instruction that balances both precision and natural language use.
REFERENCES
1. Th.s Nguyễn Thị Thúy Huệ (2018), Giáo trình giáo học pháp tiếng Anh
2. AProf Susan Corbett (2015), The communicativeness of activities in
primary school classroom: A case study of Vietnamese EFL teachers
3. Chi Do Na (2017), Task-based Language Teaching in Vietnam:
Misunderstandings and Suggestions
4. Roger Barnard, Nguyen Gia Viet (2010), Task-Based Language
Teaching (TBLT): A Vietnamese Case Study Using Narrative Frames
to Elicit Teachersʼ Beliefs.
5. Truong Minh Hoa (2018), THE FUTURE OF ENGLISH LANGUAGE
TEACHING IN VIETNAM: A DISCUSSION FROM SOCIO-
CULTURAL PERSPECTIVE
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6. Vinasih, Refita Rachma (2019) Teaching learning speaking by using
audio-lingual method to young learners
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