AN ANALYSIS OF THE SUGGESTED TRANSLATION OF CHAPTER 4 “THE AUDIO LINGUAL METHOD” FROM THE BOOK “TECHNIQUES AND PRINCIPLES IN LANGUAGE TEACHING 3RD EDITION” BY DIANE LARSEN FREEMAN AND MARTI AN

MINISTRY OF EDUCATION AND TRAINING DUY TAN UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES GRADUATION PAPER VO THI NGOC ANH AN ANALYSIS OF THE SUGGESTED TRANSLATION OF CHAPTER “THE AUDIO-LINGUAL METHOD” FROM THE BOOK “TECHNIQUES AND PRINCIPLES IN LANGUAGE TEACHING 3RD EDITION” BY DIANE LARSEN-FREEMAN AND MARTI ANDERSON, 2011 Code : K23.701 Course : 2017 – 2021 DA NANG – May, 2021 MINISTRY OF EDUCATION AND TRAINING DUY TAN UNIVERSITY FACULTY OF ENGLISH GRADUATION PAPER VO THI NGOC ANH AN ANALYSIS OF THE SUGGESTED TRANSLATION OF CHAPTER “THE AUDIO-LINGUAL METHOD” FROM THE BOOK “TECHNIQUES AND PRINCIPLES IN LANGUAGE TEACHING” 3RD EDITION BY DIANE LARSEN-FREEMAN AND MARTI ANDERSON, 2011 Code : K23.701 Course : 2017 - 2021 SUPERVISOR: Le Thi Dieu Huong DA NANG – May, 2021 GRADUATION PAPER Supervisor: Le Thi Dieu Huong ACKNOWLEDGEMENT To finish this graduation paper, I have received a lot of princeless helps and supports as well as encouragement from many people who I am extremely grateful for First of all, I would like to expand my heartfelt gratitude to Ms Le Thi Dieu Huong, my supervisor, for being an inspiring teacher and mentor Without her assistance in every step throughout the process of this research, this graduation paper would have never been accomplished Working with her on this project has been a great privilege Secondly, I would like to express my deepest gratitude to all my teachers at the Faculty of English, Duy Tan University for providing me with excellent opportunities to learn essential knowledge and values during the academic year Thirdly, I also would like to take this moment to convey my sincere gratitude to my family and friends for their unwavering encouragement and advice during this time and throughout my life Furthermore, due to a lack of understanding, expertise, and time, flaws in this graduation paper are unavoidable As a result, I anticipate sympathy as well as aid from teachers and friends Lastly, I wish you all good health, peace, and prosperity Sincerely, VO THI NGOC ANH Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER Supervisor: Le Thi Dieu Huong STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in the whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the thesis This thesis has not been submitted for award of any degree or diploma in any other tertiary institution Danang, May 2021 VO THI NGOC ANH Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER Supervisor: Le Thi Dieu Huong ABSTRACT This graduation paper is about language teaching methods It a suggested translation of chapter “The Audio-Lingual Method” from the book “Techniques and principles in language teaching 3rd edition" by Diane Larsen-Freeman and Marti Anderson,” First, I shall explain why I have chosen the topic, then, translates the text from the English to Vietnamese version Next, in order to find solutions to provide readers with the best translation version, I analyze certain critical issues such as the terminology and complex constructs of the suggested translation version Finally, at the conclusion of the graduation document, I will discuss the problems I faced during the translation process, as well as some critical solutions Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER Supervisor: Le Thi Dieu Huong ABBREVIATIONS S: Subject V: Verb O: Object A: Adverb SL: Source Language TL: Target Language P1: Paragraph Etc: et cetera Ex: Example Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER Supervisor: Le Thi Dieu Huong TABLE OF CONTENTS ACKNOWLEDGEMENT .i STATEMENT OF AUTHORSHIP ii ABSTRACT iii ABBREVIATIONS .iv TABLE OF CONTENTS v CHAPTER INTROCDUCTION .1 1.1 Rationale 1.2 Aims and Objective 1.2.1 Aims .1 1.2.2 Objective 1.3 Scope of the study .2 1.3.1 Text Features .2 1.3.2 Text Length .3 1.3.3 Text Source 1.3.4 Text Organization 1.4 Methods of the study CHAPTER DEVELOPMENT 2.1 Translation Theory 2.1.1 Translation theory identification .5 2.1.2 Definition of Translation 2.2 Principles and Methods of Translation 2.2.1 Principles of Translation 2.2.2 Method of translation CHAPTER SUGGESTED TRANSLATION 12 CHAPTER ANALYSIS 51 4.1 Vocabulary 51 Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER Supervisor: Le Thi Dieu Huong 4.1.1 Multiple meaning words 51 4.1.2 Words with no Vietnamese equivalent in dictionary 53 4.2 Structure .54 4.2.1 Compound Sentence 55 4.2.2 Complex Sentence .56 4.2.3 Sentences in Passive Voice 59 4.2.4 Sentence with Dummy Subject 60 CHAPTER DIFFICULTIES AND SOLUTIONS 62 5.1 Difficulties 62 5.2 Solutions 63 CHAPTER CONCLUSION AND SUGGESTIONS 65 6.1.1 Implications for learning 65 6.1.2 Implications for teaching 66 REFERENCE 68 BOOKS 68 DICTIONARIES 68 WEBSITES 68 SUPERVISOR’S COMMENTS 69 Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER Supervisor: Le Thi Dieu Huong CHAPTER INTROCDUCTION 1.1Rationale At a time when foreign languages are becoming increasingly popular, becoming a language teacher is one of the most demanding and important jobs available Many people want to become language teacher, but finding it difficult to understand and use teaching methods That is why I decided to translate the chapter “The audio-lingual method” from the book “Techniques and principles in language teaching” The Audio-Lingual Method is an oral-based approach It emphasizing vocabulary acquisition through exposure to its use in situations The Audio-Lingual Method drills students in the use of grammatical sentence patterns A knowledge of teaching methods helps to expand a teacher's repertoire of techniques, it also provides more avenue for professional growth Moreover, learning from effective teachers who are more experienced and expert have a large, diverse repertoire of best practices, which presumably helps people deal more effectively with the unique qualities and idiosyncrasies of their students I hope that the helpful material in this chapter will help you better understand how to use language teaching techniques, as well as improve my English translation skills and broaden my knowledge of the teaching profession 1.2Aims and Objective 1.2.1 Aims Over the last four years, I've gained useful experience and experience in the field of translation This graduation paper contains all of the information that I have gathered and learned from the teachers' lectures Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER Supervisor: Le Thi Dieu Huong Translating this chapter titled “The Audio-Lingual Method” from the book “Techniques and principles in language teaching” help people learn about the Audio-lingual method, introduce a variety of techniques as well as uncover the thoughts that guide your own actions as a teacher Furthermore, this graduation paper provides me with the ability to learn and develop my translation skills so that I can use them more effectively in other fields in the future 1.2.2Objective After finishing my graduation paper, I can enrich the knowledge as well as vocabulary related to language teaching methods I can recognize that methods link thoughts and actions, because teaching is not entirely about one or the other Also, I can thoroughly understand the translation theory and enhance my translation skills through contacting with complex sentence structures and vocabulary that I have never seen in the learning process 1.3 Scope of the study This graduation paper is Chapter “The audio-lingual method” from the book “Techniques and principles in language teaching” It is translated from English into Vietnamese, and then some of the essential grammar points I found in the Translation process will be analyzed and accompanied by some recommended versions such as complicated vocabulary and structure 1.3.1Text Features The book has 13 main parts Because of the time limitations, I plan to translate and analyze chapter “The Audio-Lingual Method” from the book “Techniques and principles in language teaching”, which was written by Diane Larsen-Freeman and Marti Anderson Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 55 Supervisor: Le Thi Dieu Huong 4.2 Structure I unavoidably have sentences with difficult and unclear structures when translating text from English to Vietnamese As a result, a detailed understanding of the grammatical structures in the source language is critical for correctly and efficiently translating the meaning of text into the target language Many clauses are included in a sentence in a passage Furthermore, the author used an excessive number of single sentences and long sentences in a paragraph that was difficult to read and understand fully As a result, I must analyze its grammatical components in order to easily guess the meaning of the sentence and completely comprehend the passage's meaning 4.2.1 Compound Sentence A compound sentence made from two or more independent clauses that are joined by a semicolon or a conjunctive averb or a coordinators such as FOR, AND, NOR, BUT, OR, YET, SO Ex 1: “She asks the students to give her the lines and she writes them out as the students say them.” [P35] As you can see, the first independent “She asks the students to give her the lines” and the second independent “she writes them out as the students say them” are joined by the coordinating conjunction “and” My suggested translation: Cô yêu cầu học sinh đưa lời thoại viết học sinh nói Ex 2: “The students are able to keep up the pace, so the teacher moves on to the next step.” [P26] Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 56 Supervisor: Le Thi Dieu Huong As we can see that there are two independent clauses connected by the coordinator “so” The first clause “The students are able to keep up the pace” and the second clause “the teacher moves on to the next step” My suggested translation: Học sinh theo kịp tốc độ, giáo viên chuyển sang bước Ex 3: “Grammar is induced from the examples given; explicit grammar rules are not provided.” [P42] We can easily see the sentence above has a semicolon connecting two independent clauses The first independent clause is “Grammar is induced from the examples given” and the second one is “explicit grammar rules are not provided.” My suggested translation: “Ngữ pháp tổng hợp từ ví dụ cho; quy tắc ngữ pháp cụ thể không cung cấp.” 4.2.2 Complex Sentence A complex sentence constains one independent clause and one (or more) dependent clause(s) In a complex sectence, one idea is generally more important than the other 4.2.2.1 Complex Sentences with Adjective Clauses An adjective clause acts like an adjective; that is, it describes a noun or pronoun An adjective clause begins with a relative pronoun, such as who, whom, which, whose, that or with a relative adverb, such as where or when It follows the noun or pronoun it describes Ex 1: Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 57 Supervisor: Le Thi Dieu Huong “What are the goals of teachers who use the Audio-Lingual Method?” [P40] This is a complex sentence because the main clause can totally stand alone is “What are the goals of teachers” The subject is “the goals of teachers” and the verb is “are” There are a subordinate clause is “who use the Audio-Lingual Method” It starts with “who” which is a relative pronoun It modifies the noun “teacher” My suggested translation: Giáo viên sử dụng phương pháp Âm – Ngơn ngữ với mục đích gì? Ex 2: “This also directs more student attention to the end of the sentence, where new information typically occurs.” [P53] As you can see, “This also directs more student attention to the end of the sentence” is an independent clause and “where new information typically occurs” is a dependent clause The dependent clause is introduced by the relative adverb “where” and modifies the main clause “this also directs more student attention to the end of the sentence” My suggested translation: Điều hướng ý học sinh đến cuối câu, nơi thông tin thường xuất 4.2.2.2 Complex Sentences with Adverb Clauses An adverb clause acts like an adverb; that is, it tells where, when, why and how An adverb clause begins with a subordinator, such as when, while, because, although, if, so or that It can come before or after an independent clause Ex 1: Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 58 Supervisor: Le Thi Dieu Huong “When she has finished, she greets the student on the other side of her.” [P12] In the sentence, “When she has finished” is a dependent adverb clause, and “she greets the student on the other side of her” is an independent clause The dependent clause “When she has finished” comes before the independent clause and it starts with the subordinating conjunction “when”, so it is followed by a comma My suggested translation: Khi kết thúc, giáo viên chào học sinh phía bên Ex 2: “The answer to this question is not obvious because we didn’t actually observe the students in this class taking a formal test.” [P47] As you can see, “The answer to this question is not obvious” is an independent clause, “because we didn’t actually observe the students in this class taking a formal test” is a dependent clause The cause of the previous idea in the independent clause is presented in the dependent adverb clause The subordinating conjunction “because” connects both clauses My suggested translation: Khơng thể có câu trả lời rõ ràng cho câu hỏi thực không quan sát thấy học sinh lớp làm kiểm tra thức 4.2.2.3 Complex Sentence with Noun Clauses A noun clause begin with wh-question word, that, whether, and sometimes if A noun clause acts like a noun; it can be either the subject or an object of the in dependent clause Ex 1: Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 59 Supervisor: Le Thi Dieu Huong “From her example, the students realize that they are supposed to take the cue phrase (‘the bank’), which the teacher supplies, and put it into its proper place in the sentence.” [P14] In this sentence, we have “The students”is an independent clause The verb “realize” is one of the verb that show thinking or mental activity, and it is followed by a noun clause that begin with a subordinating conjunction “that” The noun clause is a dependent clause that has the subject “they”, the verb “are supposed” and “put” This noun clause is in the object position of the sentence, so, in this sentence, we have the subject “the students”, the verb “realize” and the object “that they are supposed to take the cue phrase (‘the bank’), which the teacher supplies, and put it into its proper place in the sentence” My suggested translation: Từ ví dụ cơ, học sinh nhận họ phải lấy từ khóa (“the bank”) mà giáo viên cung cấp đặt vào vị trí thích hợp câu 4.2.3 Sentences in Passive Voice To help the sentence be smoother and closer to the natural voice in translating text into Vietnamese, many sentences in passive voice in the source language are translated into active structures in the target language However, in some cases, the passive form in English is kept Ex 1: “The substitution drills are followed by a transformation drill.” [P22] The passive form of this sentence is S + TOBE + PAST PARTICIPLE + BY + O It will not be wrong if I translate it according to the passive construction: “được theo sau bởi” However, I think that version Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 60 Supervisor: Le Thi Dieu Huong sounds not good so I will change it into active voice and apply the method of free translation for suit Vietnamese’s translation My suggested translation: Theo sau tập thay chỗ trống luyện chuyển đổi Ex 2: “When errors occur, they should immediately be corrected by the teacher.” [P37.5] The structure of the passive voice sentence is S + TOBE + PAST PARTICIPLE + BY + O I use “được” for my translation to express passive meaning because I think that it suitable for this context My suggested translation: Khi mắc lỗi, họ cần giáo viên sửa lại Ex 3: “Cultural information is contextualized in the dialogues or presented by the teacher.” [P40] As you see, the passive form of this sentence is S + TOBE + PAST PARTICIPLE + BY + O It is clear that the author wants to emphasize “Cultural information” is affected by “teacher” in this sentence, so he used the passive sentence structure to highlight the implication My suggested translation: Thơng tin văn hóa truyền tải theo ngữ cảnh đoạn hội thoại trình bày giáo viên 4.2.4 Sentence with Dummy Subject As we know, a sentence usually has two components that are subject and verb except for some special cases In some cases, sometimes the subject does not mean anything So, in these instances, we need to use a ‘dummy’ or ‘empty’ or ‘artificial’ subject as a subject when there is no subject attached to Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 61 Supervisor: Le Thi Dieu Huong the verb, and where the real subject is somewhere else in the clause There are two dummy subject used in English such as “It” and “There” Ex 1: “It is important to prevent learners from making errors.” [P39.4] In this sentence, the pronoun “It” just stands before “is” to be the subject of the verb “is” and not related anything “It” is the dummy subject “It” is used to replace the real subject (to-infinitive phrase) “to prevent learners from making errors” My suggested translation: Điều quan trọng việc ngăn chặn người học mắc lỗi Ex 2: “There are no principles of the method that relate to this area.” [P41.5] In this sentence, the pronoun “There” just stands before “are” to be the subject of the verb “are” and not related anything “There” is the dummy subject “There” is used with a that-clause “that relate to this area” to madify the noun “principles” My suggested translation: Khơng có ngun tắc phương pháp liên quan đến lĩnh vực Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 62 Supervisor: Le Thi Dieu Huong CHAPTER DIFFICULTIES AND SOLUTIONS 5.1Difficulties Throughout the process of completing this graduation report, I have received several enthusiastic assistances from everyone, especially Ms Le Thi Dieu Huong - my supervisor, who is willing to give me feedback on how to form research as well as helpful advice in order for me to successfully complete this thesisDuring the translation process, I had a lot of vocabulary and grammar issues due to my limited knowledge However, as a result of this, I was able to practice and improve my translation skills First and foremost, I was unable to grasp all of the in-depth knowledge of teaching methods because I had never translated materials in this area before Second, the text contains various compound sentences, complex sentences, and relative clauses with difficult structures that make it difficult to analyze Despite searching for dictionaries and grammar books, I couldn't fully grasp how to use those types of sentences As a result, I had to spend a significant amount of time researching and finishing the suggested versions Third, I was too attached to each word during the translation process to translate without considering the meaning of the sentence As a result, I need to read more documents in this area in order to grasp and guess the exact meaning of the original text Furthermore, there are many words and phrases that not have a Vietnamese equivalent in the dictionary, so it took me a long time to choose the meaning of a word and phrase to suit the sense of the text Finally, I discovered that there are several complex sentences that are intertwined, making it difficult to translate correctly and understandably Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 63 Supervisor: Le Thi Dieu Huong 5.2Solutions Challenges provide us with many opportunities so the difficulties I said above are my chances Learning how to overcome them, in my view, is one of the ways that I can gain useful experience to help me become a better translator Some of my suggestions are as follows: First, before starting the translation, I read the original text several times to make sure I understood the author's point of view Then I look for details or documents related to the fields I'm going to translate I look for documents or articles that are relevant to the subject My awareness has significantly increased as a result of reading This is a key to helping me deal rapidly and efficiently with sectorial terms Secondly, throughout the reading process, I made a note of words, phrases, and concepts that I had never seen before in the book Then I looked up the new terms in a variety of dictionaries, including Oxford Learner's Dictionaries, Cambridge Dictionary, Longman Dictionary, and others When I came across words or phrases that I couldn't find in a dictionary, I looked up photos and definitions on websites like Google and Wikipedia to better understand and guess the meaning of the original text Furthermore, I supplemented my knowledge of the area I am translating by reading books, magazines, websites, television, and the internet In particular, when using information from the internet, I must take caution in selecting the appropriate information Third, in terms of structures, everything from relative clauses, reduced relative clauses, passive voice forms, and complex structures with multiple subordinate clauses requires a solid understanding of grammar So the first thing that helps me understand the structure of each sentence is grammar and syntax Furthermore, principles in translation must be applied effectively Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 64 Supervisor: Le Thi Dieu Huong Finally, I asked the opinion and advice of my supervisor – Ms Le Thi Dieu Huong, who guided me enthusiastically to complete the best translation whenever I did not understand any of the words and sentence structures Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 65 Supervisor: Le Thi Dieu Huong CHAPTER CONCLUSION AND SUGGESTIONS 6.1SUGGESTION After finishing my graduation paper, I would like to offer some suggestions for both the languages learners and teachers 6.1.1 Implications for learning In the process of completing this graduation paper, I found that having a rich reservoir of vocabulary is the most essential for language learning in general and translation in particular Therefore, each student should spend more time improving their vocabulary every day To understand the author's idea and replicate the knowledge in the TL, we must research the structure, syntax, semantics, and so on Cause we translate a lot of different fields, we need to reading more books and documents related to different fields such as science and economics, culture, society both in your mother tongue and the foreign language that you are learning Besides, watching your favorite foreign language film and television on Netflix or YouTube along with practicing translating it is also a good idea This not only help you learn more valuable vocabulary, but also help you expand your knowledge You may reduce the difficulties you can face during the translation process by using a large enough vocabulary As a result, the proposed translation would be more normal and fluid Students should regularly engage in faculty, college, and English club social activities to improve their listening, speaking, and communication skills Hopefully, the above tips will assist foreign language students in improving their foreign language skills Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 66 Supervisor: Le Thi Dieu Huong 6.1.2Implications for teaching Apart from some recommendations for language students, I'd like to discuss some implications for teaching at Duy Tan University in general and the Faculty of English in particular Nowadays, translation and interpretation is an important subject that not only helps students broaden their culture and language skills, but also provides them with several work opportunities As a result, teachers should concentrate on how to teach more efficiently and engagingly To begin with, I think translation is a very dull topic, so teachers should build an engaging environment to pique students' interest Playing fun games, listening to amusing English songs or quizzes, and organizing group contests are all good ways to improve student-teacher engagement in each lesson Also, I believe that certain main topics, such as Translation theory, Translation and 2, Syntax, and Advanced Grammar, should be given more attention because they are extremely useful to students when writing their graduation papers Furthermore, even as students make mistakes, they should be motivated more Students would feel more self-assured and grow their own courage as a result, allowing them to learn more successfully A few positive words can mean a lot more to students than a harsh remark Finally, I hope that the recommendations above would be beneficial to both students and teachers Since completing this article, I noticed that my translating abilities had greatly improved This would be a valuable learning opportunity for me in the future Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 67 Supervisor: Le Thi Dieu Huong 6.2 CONCLUSION After finishing my graduation thesis, I gained a lot of important and practical knowledge Because of my limited time and technical qualifications as a student, there will undoubtedly be errors in my graduation thesis I am hoping for objective feedback and sympathy from all of my professors as well as my supervisor Once again, I want to express my heartfelt thanks for my enthusiastic support and motivation to my supervisor, Ms.Le Thi Dieu Huong and to all my friends while making this study report I hope you all will be safe and fully successful Thank you very much! Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 68 Supervisor: Le Thi Dieu Huong REFERENCE BOOKS [1] Catford, J.C (1965) A linguistic theory of translation Oxford, United Kingdom: Oxford University Press [2].Peter, N (1988) A textbook of translation Harlow, United Kingdom: Longman Publishing [3].Alan, D (1989) Translation Oxford, United Kingdom: Oxford University Press [4].Tudor Ian, Dr (1965) About translation theory, Cambridge [5].Nguyễn Mạnh Quang (2013) Translation Theory Textbook Department of Foreign Languages, Duy Tan University DICTIONARIES [6].Oxford dictionary (1948), Oxford University [7] Cambridge Advanced Learner's Dictionary (1995), Cambridge University Press [8].Longman Dictionary (2006), Pearson Education WEBSITES [9].http://grammar.yourdictionary.com/parts-of-speech/nouns/nounclause.html [10] https://www.edplace.com/blog/edplace-explains/what-is-a-complexsentence [11] https://www.ef.com/english-resources/english-grammar/relativeclauses/ [12] https://dictionary.cambridge.org/vi/ [13] https://www.ldoceonline.com/ [14] https://www.oxfordlearnersdictionaries.com/ Student: Vo Thi Ngoc Anh Code: 23203110061 GRADUATION PAPER 69 Supervisor: Le Thi Dieu Huong SUPERVISOR’S COMMENTS Student: Vo Thi Ngoc Anh Code: 23203110061 ... methods It a suggested translation of chapter ? ?The Audio- Lingual Method” from the book “Techniques and principles in language teaching 3rd edition" by Diane Larsen- Freeman and Marti Anderson,”... Translating this chapter titled ? ?The Audio- Lingual Method” from the book “Techniques and principles in language teaching? ?? help people learn about the Audio- lingual method, introduce a variety of. .. to translate the chapter ? ?The audio- lingual method” from the book “Techniques and principles in language teaching? ?? The Audio- Lingual Method is an oral-based approach It emphasizing vocabulary