Audiolingual Method and Second Language Acquisition Theory
This paper examines the "get it right from the beginning" approach to second and foreign language teaching as described by Lightbown and Spada. It traces the historical development of the audiolingual method from grammar translation, explaining its grounding in behaviorist theory and contrastive analysis. The paper details the core principles of audiolingual instruction — habit formation, error avoidance, and repetitive drilling — and outlines the major critiques leveled against it. Two landmark studies, by Lightbown (1970s) and Savignon (1972), are analyzed to assess the method's effectiveness. The paper concludes by weighing the role of practice in language learning and the factors teachers should consider when selecting instructional approaches.
- Introduction to the 'Get It Right from the Beginning' Approach: Origins of audiolingual method from grammar translation
- Behaviorism and Its Role in Language Instruction: Behaviorist theory, Skinner, and habit-based language learning
- Contrastive Analysis and Its Influence on Language Teaching: First-language interference and contrastive analysis theory
- The Audiolingual Method: Principles and Limitations: Drill-based instruction, its strengths, and major critiques
- Research Evidence: Two Key Studies: Lightbown and Savignon studies on audiolingual effectiveness
- Implications for Second Language Teaching Practice: Guidelines for selecting language instructional approaches
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- It grounds each teaching method in its theoretical origins, helping readers understand why approaches emerged rather than simply describing what they are.
- It uses two well-chosen empirical studies to test theoretical claims, moving the analysis from abstract principles to measurable classroom outcomes.
- It balances critique with nuance — acknowledging, via DeKeyser, that practice still matters even as the audiolingual method's limitations are exposed.
Key academic technique demonstrated
The paper demonstrates effective synthesis of multiple scholarly sources around a single organizing claim. Rather than summarizing each source in sequence, the writer integrates Lightbown and Spada, Tao et al., Tarone, DeKeyser, and Schwab to build a cumulative argument about why audiolingual instruction is insufficient on its own, while stopping short of dismissing the value of structured practice entirely.
Structure breakdown
The paper follows a problem-development-evidence-conclusion arc. It opens by situating the audiolingual method historically, then explains its theoretical underpinnings (behaviorism and contrastive analysis), then enumerates its known problems, then tests those problems against two empirical studies, and finally draws practical guidelines for teachers. This structure allows theoretical and empirical material to reinforce each other sequentially.
Introduction to the 'Get It Right from the Beginning' Approach
Lightbown and Spada present six proposals for teaching second and foreign language. The first of these is called "Get it right from the beginning" (138). This approach, also known as audiolingual teaching, was formed as a reaction to the grammar translation method. Lightbown and Spada (138) explain that with grammar translation, students translate a text line by line from the second language into their first language. Instruction under this method may also include comprehension questions — usually answered in the first language — and a focus on grammar instruction. However, instructors recognized a need for oral practice, which led to the development of the audiolingual method. According to Lightbown and Spada (138), the audiolingual method is based on the theories of behaviorism and contrastive analysis.
Behaviorism and Its Role in Language Instruction
Language instruction in the 1950s and 1960s followed the behaviorist theory. Language instruction under this theory treats learning essentially as a system of habits: learning occurs as a result of responding to a stimulus and receiving either positive or negative reinforcement. Hathcock explains that the behaviorist theory is a psychological model asserting that humans are products of their environments and that all behaviors are positively reinforced, negatively reinforced, or punished. If a behavior is positively reinforced — that is, praised — there is incentive to repeat it. If instead it is negatively reinforced or punished, the behavior will cease.
B.F. Skinner, the most recent and perhaps best-known advocate of this theory, contends that language is acquired in the same way as any other behavior — it is no different from any other behavior a child is conditioned to perform. Skinner's work in the field of language acquisition was done in the late 1950s, a revolutionary period in the field, as many theories concerned with language acquisition were emerging. Based on this view, language teaching involved memorizing and reciting predetermined dialogues in order to instill proper habits in the learner.
Works Cited
Brown, H. Douglas. "Forty Years of Language Teaching." Language Teaching 40.1 (2007): 1–2. ProQuest Education Journals. Web. 28 June 2011.
DeKeyser, Robert. "Practice for Second Language Learning: Don't Throw Out the Baby with the Bathwater." International Journal of English Studies 10.1 (2010): 155–165. ProQuest Education Journals. Web. 28 June 2011.
Hathcock, Dani. Wittgenstein, Behaviorism, and Language Acquisition. [University], 2000. Web. 27 June 2011.
Lightbown, Patsy M. and Nina Spada. How Languages Are Learned. 3rd ed. Oxford: Oxford University Press, 2006. Print.
Schwab, Robert. Second Language Acquisition: Second Language Learning in the Classroom. 2006. Web. 27 June 2011.
Second Language Acquisition. Web. 28 June 2011.
Swan, Michael. "Forty Years of Language Teaching." Language Teaching 40.1 (2007): 3–4. ProQuest Education Journals. Web. 28 June 2011.
Tao, Guo, Zhou Lijuan, and Rosalind Raymond Gann. "Studies on Contrastive Analysis." International Forum of Teaching and Studies 4.1 (2008): 62–74. ProQuest Education Journals. Web. 28 June 2011.
Tarone, Elaine. "Forty Years of Language Teaching." Language Teaching 40.1 (2007): 2–3. ProQuest Education Journals. Web. 28 June 2011.
Already a member? Log in
Unlock the rest of this paper
135,000+ research papers · AI writing tools · Plagiarism & AI detection
7-Day Pass
Does not renew
Get 7-Day PassMonthly
Renews at $12.99/month until canceled
Start MonthlyAnnual
Renews at $99/year until canceled
Start Annual- Unlimited AI writing tools
- Plagiarism and AI text detection tool
Plan details
Unlimited AI writing tools are for individual, non-automated use and are subject to our Terms of Service and abuse-prevention measures.
TextChecker scans: 3 during the 7-Day Pass, or 5 per month with Monthly and Annual.
Prices exclude applicable tax.
Always verify citation format against your institution’s current style guide requirements.