This document summarizes and compares several language teaching methods: Grammar Translation, Direct Method, Audio-Lingualism, and Communicative Language Teaching. It outlines the theories of language and learning underlying each method, their principles and characteristics, typical classroom activities and goals. The final section contrasts key differences between Communicative Language Teaching and Audio-Lingualism, emphasizing that CLT prioritizes meaningful communication over structure and form.

3.  Grammar Translation
 Direct Method
 Audio-Lingual
 Communicative Language Teaching

4. •L2 was learned to read and translate literary texts
•Speaking and listening skills are neglected
•Vocabulary based on the texts used
•Grammar taught in a deductive way
•L1 is the basic medium of instruction
Characteristics

6. •Classes conducted exclusively in the target language.
•Only everyday vocabulary and sentences were taught.
•Grammar was taught inductively.
•Correct pronunciation and grammar were emphasized.
•Listening and speaking skills were developed.

7. Theory of language
Theory of learning
Structural Linguistics Language is a system of elements
linearly arranged
Behaviorism
•L2 learning process = habit
•Repetition Drills
•Grammar is taught inductively
Stimulus
(Input)
Organism
(Learner)
Response
Behavior
(Verbal
behavior)

8. •Learner=organism
•Responds to stimuli
•Center of the learning process
•Promoter of classroom interaction
(Teacher Students)
•Judges the students’ performance
•Assists the teacher to develop language skills in the
learner
•Teacher-oriented materials
•Printed materials are not used in initial stages
•Tape recorders and audiovisual equipment are
central
•Listening activities (dialogues) that contain the grammar structures of the
lesson
•Choral repetition of the dialogues
•Adaptation of the dialogue by changing key words and then is acted out
•Writing activities introduced after oral drills

9. Theory of language
Theory of learning
“Language = Communication”
“Language is what a speaker needs
to know to be communicatively
competent in speech community”
(Hymes, D)
Cognitivism
•Learners learn a language through using it to communicate
•Authentic and meaningful communication should be the goal of
classroom activities
•Fluency is an important dimension of communication
•Communication involves the integration of different language skills
•Learning is a process of creative construction and involves trial and
error
•Contextualization is a basic premise
•Drilling is used but not to ensure memorization without context
•Translations may be used, if appropriate
Principles
•Aquisition vs. Learning
•Meaningful learning
•Linguistic competence Functional performance

10. •Learner contributes as much as
he/she gains (Breen and Candlin)
•Text-based
•Facilitator
•Researcher
•Mediator
•Learner
•Counselor
•Needs analyst
•Group process manager
•Varied
•Task-based •Realia
•Presentation of a brief dialogue(discussion of setting and
situation, function)
•Oral practice (asking questions)
•Use of different resources (visual aids) to exemplify and explain
language
•Learner discovery of grammar rules (oral and written form)
•Oral and written production
•Informal assesment
•Homework

11.  CLT: Meaning is paramount.
ALM: Attends to structure and form more than meaning.
 CLT: Contextualization is a basic premise.
ALM: Language items are not necessarily contextualized.
 CLT: Language learning is learning to communicate.
ALM: Language Learning is learning structures, sounds or words.
 CLT: Effective communication is sought.
ALM: Mastery or “overlearning” is sought.
 CLT: Drilling may occur, but peripherally.
ALM: Drilling is a central technique.
 CLT: Comprehensible pronunciation is sought.
ALM: Native-speaker-like pronunciation is sought.
 CLT: Communicative competence is the desired goal.
ALM: Linguistic competence is the desired goal.
 CLT: Language is created by the individual often through trial and error.
ALM: “Language is habit” so error must be prevented at all costs.