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A learning strategy popular in the 1960's and implemented in several courses by the U.S. Foreign Service Institute. It has since fallen into disfavor, particularly when used as the sole method of learning. Audio-Lingual stimulation/response drills are sometimes used in some modern courses. This method may be better for an intermediate learner who has specific structural or grammar difficulties that they want to correct.

Note: Second Language Acquisition researchers Wynne Wong and Bill VanPatten point out in their article published 2003 (Evidence is IN: Drills are OUT) that output-oriented drills that don't communicate any meaning, which Audio-Lingual Method is full of, don't have ANY positive effects on actual language acquisition. These findings are supported by many decades of empirical research. Basically this means that the Audio-Lingual Method is debunked.

See also Wikipedia:Audio-Lingual Method.