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1. ALM
- Founded around 1950s.
- Based on structural linguistics and behaviorist psychology: the way to acquire the
sentence patterns of the target language is repetition of dialogues about everyday situations.
1. Teacher's goal
- Teachers want their students to be able to use the target language communicatively.
2. The roles of teacher and students
- The teacher is like an orchestra leader, directing and controlling the language behavior
of her students.
- Students are imitators of the teacher's model.
3. Teaching – learning process
- New vocabulary and structural patterns are presented through dialogs.
- There is imitation and memorization of set phrases.
- There is little or no grammatical explanation.
- Audios, videos, visual aids and language labs are used extensively.
- Great importance is attached to pronunciation.
4. Classroom interaction
- Teacher – student: main interaction.
- Student – student: teacher – directed.
5. Language focus
- Vocabulary is kept to a minimum.
- The natural order of skills presentation is adhered to: listening, speaking, reading and
writing.
- The oral/aural skills receive most of the attention.
- Pronunciation is taught from the beginning.
6. Teacher's response to students' errors
- Student errors are to be avoided.
7. Techniques
- Dialog memorization.
- Drills: backward build-up drill, repetition drill, chain drill, single-slot substitution drill,
multiple-slot substitution drill, transformation drill, question-and-answer drill.
- Use of minimal pairs.
- Complete the dialog.
- Grammar game.

2. CLT
- Linguistic competence: the knowledge of forms and meanings of a language.
- Communicative competence: the ability to use the knowledge of a language
appropriately (knowing when to say what to whom and how).
=> Communicative competence is the goal of language teaching and learning.
1. Teacher's goal
- The goal is to enable students to communicate in the target language effectively.
- Students need knowledge of the linguistic forms, meanings and functions.
2. The roles of teacher and students
a/ Teacher
- Facilitator: establishing situations which promote communication.
- Adviser: answering students' questions and monitoring their performance; making note
of students' errors.
- Co-communicator: engaging in the communicative activities with students.
b/ Students
- Communicator: actively engaging in communicative activities.
- Manager: being responsible managers for their own language.
=> Learner-centered.
3. Teaching – learning process
- Everything is done with a communicative intent.
- The use of authentic material.
- Activities in CLT are often carried out by students in pairs/groups.
4. Classroom interaction
- Student – student interaction: dominant.
- Various configurations: pairs/ small groups/ whole group.
5. Language focus
- Language functions are emphasized over forms.
- Four skills are developed from the beginning.
- Fluency are emphasized over accuracy.
6. Teacher's response to students' errors
- Errors of form are seen as natural outcome of the development of communication skills.
- Fluency-based activities & accuracy-based activities.
7. Technique
- Authentic materials.
- Scrambled sentences.
- Language games.
- Picture strip story.

3. - Role play.
Communicative activities has 3 features
- Information gap: one person knows something, the other one does not.
- Choice: the speaker has a choice of what to say and how to say it.
- Feedback: the purpose is achieved based upon the information that is received from the
listener.
The statements characterize CLT
- People learn a language best when using it to do things rather than through studying
how language works and practicing rules.
- People learn a language through communicating in it.
- Classroom activities should be meaningful & involve real communication.
- Both accuracy & fluency are goals in CLT.
- CLT is usually described as a method of teaching.