METHODOLOGICAL BASIS OF USING THE AUDIO-LINGUAL METHOD IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

Annotatsiya

This article examines the methodological foundations of the Audio-Lingual Method (ALM) and its application in teaching English as a foreign language (EFL). Rooted in structural linguistics and behavioral psychology, the ALM emerged in the mid-twentieth century as a systematic approach to language instruction that emphasized oral proficiency, habit formation, and pattern drilling. The article explores the theoretical underpinnings of the method, its key principles, pedagogical techniques, practical classroom applications, and a critical evaluation of its strengths and limitations. Drawing on foundational works by Fries, Lado, and Bloomfield, as well as modern reassessments by communicative language teaching scholars, this paper argues that while the ALM has been largely superseded by communicative approaches, its core insights remain relevant and informative for contemporary EFL instruction, particularly in contexts where structural accuracy and pronunciation are prioritized