Audiolingual method vs clt

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Audiolingual method vs clt

  1. 1. A comparison of the Audiolingual Method and Communicative LanguageTeaching(Finocchario&Brumfit, 1983) AUDIOLINGUAL METHOD COMMUNICATIVE LANGUAGE TEACHING1. Attends to structure and form more A. Drilling may occur, but peripherallythan meaning2. Demands more memorization of B. Comprehensible pronunciation isstructure-based dialogues sought3. Language items are not necessary C. Intrinsic motivation will spring fromcontextualized an interest in what is being communicated by the language4. Language learning is learning D. Communicative competence is thestructures, sounds or words desired goal5. Mastery or “overlearning” is sought E. Reading and writing can start from the first day, if desired6. Drilling is a central technique. F. Teacher helps learners in any way that motivates them to work with the language7. Native-speaker-like pronunciation is G. Contextualization is a basic premisesought8. Reading and writing are deferred H. Language learning is learning tountil speech is mastered communicate9. Linguistic competence is the desired I. Language is created by the individualgoal often through trial and error10. The teacher controls the learners J. Effective communication is soughtand prevents them from doinganything that conflicts with the theory11. “Language is habit” so errors must K. The teacher can not know exactlybe prevented at all costs what language the students will use12. The teacher is expected to specify L. Dialogues, if used, center aroundthe language that students are to use communicative functions and are not normally memorized13. Intrinsic motivation will spring M. Meaningisparamountfrom an interest in the structure of thelanguageCentro Cultural Colombo Americano Teacher Training Course– November 2012
  2. 2. A comparison of the Audiolingual Method and Communicative LanguageTeaching(Finocchario&Brumfit, 1983) AUDIOLINGUAL METHOD COMMUNICATIVE LANGUAGE TEACHINGAttends to structure and form more Meaningisparamountthan meaningDemands more memorization of Dialogues, if used, center aroundstructure-based dialogues communicative functions and are not normally memorizedLanguage items are not necessary Contextualization is a basic premisecontextualizedLanguage learning is learning Language learning is learning tostructures, sounds or words communicateMastery or “overlearning” is sought EffectivecommunicationissoughtDrilling is a central technique. Drilling may occur, but peripherallyNative-speaker-like pronunciation is ComprehensiblepronunciationissoughtsoughtReading and writing are deferred until Reading and writing can start from thespeech is mastered first day, if desiredLinguistic competence is the desired Communicative competence is thegoal desired goalThe teacher controls the learners and Teacher helps learners in any way thatprevents them from doing anything motivates them to work with thethat conflicts with the theory language“Language is habit” so errors must be Language is created by the individualprevented at all costs often through trial and errorThe teacher is expected to specify the The teacher can not know exactly whatlanguage that students are to use language the students will useIntrinsic motivation will spring from Intrinsic motivation will spring froman interest in the structure of the an interest in what is beinglanguage communicated by the languageCentro Cultural Colombo Americano Teacher Training Course– November 2012

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