| This method of second language instruction was a | | | | memorization of dialogues in the target language, |
| further development or evolution of The Direct | | | | complex but useful drills, and grammar games. |
| Method. World War II rose up and slapped the | | | | One technique used in this method, one that the |
| U.S. government in its linguistically challenged face, | | | | Pimsleur Language products use, is the expansion |
| waking it to the need and definite lack of language | | | | or "backward build-up" drill. |
| competency to deal with the other nations of the | | | | This is where a sentence or new vocabulary |
| world. Apparently, the U.S. continues to find itself | | | | word is broken down in parts or syllables. The |
| in this position with International conflicts. The | | | | student either starts from the end of the final |
| lesson has to be relearned over and over again | | | | word in a sentence and repeats each word within |
| that bilingual fluency is crucial for Americans. | | | | the sentence working backward or begins with |
| Without it, other nations, some of which are our | | | | the final syllable of the word and repeats each |
| enemies, have the distinct advantage. | | | | syllable, again working backward until the entire |
| The Audiolingual Method incorporated much from | | | | word is pronounced. This is highly effective when |
| The Direct Method. To that method, it added the | | | | done correctly. You will see this used extensively |
| concept of recognizing patterns within languages | | | | in the Pimsleur and Learning Spanish Like Crazy |
| to try and teach communication ability within the | | | | courses. |
| target language. Drills and extensive repetition | | | | The Audiolingual Method works and brings rapid |
| exercises were used to impart an "over learning" | | | | success but is not without its critics. It was |
| of the material that could impart the patterns of | | | | argued that this method was just rote memory |
| the language and, hopefully, make automatic | | | | work and did not take into consideration the |
| responses within the minds of the student when | | | | emotional factors in second-language acquisition. |
| hearing and speaking the language. | | | | This paved the way for newer methods. |
| To facilitate this, one engages in a lot of | | | | |