Audiolingual method vs clt
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The document compares the Audiolingual Method and Communicative Language Teaching approaches. The Audiolingual Method focuses on form, memorization of dialogues, preventing errors, and teacher control. Communicative Language Teaching prioritizes meaning, contextualized language use, student creation of language, and the goal of effective communication. Overall, the Audiolingual Method emphasizes accuracy and habit formation, while Communicative Language Teaching stresses authentic language use and intrinsic motivation.
Audiolingual method vs clt
- 1. A comparison of the Audiolingual Method and Communicative Language Teaching (Finocchario&Brumfit, 1983) AUDIOLINGUAL METHOD COMMUNICATIVE LANGUAGE TEACHING 1. Attends to structure and form more A. Drilling may occur, but peripherally than meaning 2. Demands more memorization of B. Comprehensible pronunciation is structure-based dialogues sought 3. Language items are not necessary C. Intrinsic motivation will spring from contextualized an interest in what is being communicated by the language 4. Language learning is learning D. Communicative competence is the structures, sounds or words desired goal 5. Mastery or “overlearning” is sought E. Reading and writing can start from the first day, if desired 6. Drilling is a central technique. F. Teacher helps learners in any way that motivates them to work with the language 7. Native-speaker-like pronunciation is G. Contextualization is a basic premise sought 8. Reading and writing are deferred H. Language learning is learning to until speech is mastered communicate 9. Linguistic competence is the desired I. Language is created by the individual goal often through trial and error 10. The teacher controls the learners J. Effective communication is sought and prevents them from doing anything that conflicts with the theory 11. “Language is habit” so errors must K. The teacher can not know exactly be prevented at all costs what language the students will use 12. The teacher is expected to specify L. Dialogues, if used, center around the language that students are to use communicative functions and are not normally memorized 13. Intrinsic motivation will spring M. Meaningisparamount from an interest in the structure of the language Centro Cultural Colombo Americano Teacher Training Course– November 2012
- 2. A comparison of the Audiolingual Method and Communicative Language Teaching (Finocchario&Brumfit, 1983) AUDIOLINGUAL METHOD COMMUNICATIVE LANGUAGE TEACHING Attends to structure and form more Meaningisparamount than meaning Demands more memorization of Dialogues, if used, center around structure-based dialogues communicative functions and are not normally memorized Language items are not necessary Contextualization is a basic premise contextualized Language learning is learning Language learning is learning to structures, sounds or words communicate Mastery or “overlearning” is sought Effectivecommunicationissought Drilling is a central technique. Drilling may occur, but peripherally Native-speaker-like pronunciation is Comprehensiblepronunciationissought sought Reading and writing are deferred until Reading and writing can start from the speech is mastered first day, if desired Linguistic competence is the desired Communicative competence is the goal desired goal The teacher controls the learners and Teacher helps learners in any way that prevents them from doing anything motivates them to work with the that conflicts with the theory language “Language is habit” so errors must be Language is created by the individual prevented at all costs often through trial and error The teacher is expected to specify the The teacher can not know exactly what language that students are to use language the students will use Intrinsic motivation will spring from Intrinsic motivation will spring from an interest in the structure of the an interest in what is being language communicated by the language Centro Cultural Colombo Americano Teacher Training Course– November 2012