The Audio-Lingual method, which was proposed by American linguists in 1950s, was developed from the principle that a language is first of all a system of sounds for social communication

3 LANGUAGE EDUCATION
3.1Aims
Oral siklis are used systematically to emphasize communication. The foreign language is taught for communication, with a view to achieve development of communication skills. Practice is how the learning of the language takes place. Every language skill is the total of the sets of habits that the learner is expected to acquire. Practice is central to all the contemporary foreign language teaching methods. With audio-lingual method, it is emphasized even more. Aims Oral learning is emphasized. Stress is put on oral skills at the early year of the foreign language course and is continued during the later years. Oral skills remain central even when, later, reading and writing are introduced. Learners are asked to speak only what they have had a chance to listen to sufficiently. They read only the material used as part of their practice. They have to write only that which they have read. Strict order of material, in terms of the four skills, is followed.
3.2 Advantege and disadevtege method

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  Listening and speaking skills are emphasized and, especially the former, Advantages rigorously developed.
  
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  The use of visual aids is effective in vocabulary teaching.
  
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  The method is just as functional and easy to execute for larger groups. Correct pronunciation and structure are emphasized and acquired.
  
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  The learner is in a directed role; the learner has little control over the material studied or the method of study.
  
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  The behaviorist approach to learning is now discredited. Many scholars have proven its weakness.
  

Disadvantages

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  It does not pay sufficient attention to communicative competence. Only language form is considered while meaning is neglected.
  
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  Equal importance is not given to all four skills. It is a teacher-dominated method. It is a mechanical method since it demands pattern practice, drilling, and memorization over functional learning and organic usage.
  
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  The learner is in a passive role; the learner has little control over their learning.
  

According to experienced academic language teachers, linguists have demonstrated that there is not one single best method for everyone in all position. At the end of the 19th century a direct method emerged before the Audio- Lingual method in the reform movement. Based on this method adults were trained and in practice a method called the Berlitz method was used. The concept of Audio-Lingual is derived from Latin and it means “audiere-listening”, “lingua- a language, speech”, that is learning a language by listening and speaking.This method was introduced into the curriculum after the First World War in order to teach modern languages in upper grades. This achieved both practical and pedagogical goals.
Modern languages began to become a means of international communication. Due to the constant use of a foreign language in the classroom and the imitation of the teacher. The student developed the ability to feel the language and gradually discovered the laws of a foreign language in an inductive way. At the same time, the Audio-Lingual method was developed in the United States. There were vital reasons for this: after the end of World War II, there was a clear shortage of specialists who knew foreign languages, especially. Japanese, Chinese and other languages, which were considered exotic languages. Therefore, many language teaching programs were developed on the orders of the militaryin 1941-1943 and this led to the emergence of new language teaching methods. This task was first and foremost the responsibility of linguists.This teaching technique was initially called the Army Method, and was the first to be based on linguistic theory and behavioral psychology. This method is still in use today.The most superb supporters of this method were Giorgio Shenker, who promoted guided self -learning with the Shenker method in Italy and Robin Callen, who created the Callen method. Larsen-Freeman provides expanded descriptions of some common or typical techniques closely associated with the Audio-Lingual method.