CLT Method Vs Audiolingual Method

Communicative Language Teaching Method Vs Audiolingual Method

(1)  CLT:  Meaning is paramount.

      ALM:  Attends to structure and form more than meaning.

(2)  CLT:  Dialogs, if used, center around communicative functions and are not normally memorized.

      ALM:  Demands more memorization of structure-based dialogs.

3)  CLT:  Contextualization is a basic premise.

      ALM:  Language items are not necessarily contextualized.

(4)  CLT:  Language learning is learning to communicate.

      ALM:  Language Learning is learning structures, sounds or words.

(5) CLT:  Effective communication is sought.

      ALM:  Mastery or “overlearning” is sought.

(6)  CLT:  Drilling may occur, but peripherially.

      ALM:  Drilling is a central technique.

(7)  CLT:  Comprehensible pronunciation is sought.

      ALM:  Native-speaker-like pronunciation is sought.

(8)  CLT:  Any device which helps the learners is accepted – varying according to their age, interest, etc.

      ALM:  Grammatical explanation is avoided.

(9) CLT:  Attempts to communicate may be encouraged from the very beginning.

    ALM:  Communicative activities only come after a long process of rigid drills and exrecises.

(10)  CLT:  Judicious use of native language is accepted where feasible.

        ALM:  The use of the students’ native language is forbidden.

(11)  CLT:  Translation may be used where students need or benefit from it.

        ALM:  Translation is forbidden at early levels.
(12) CLT:  Reading and writing can start from the first day, if desired.

        ALM:  Reading and writing are deferred until speech is mastered.

13)  CLT:  The target linguistic system will be learned best through the process of struggling to communicate.

        ALM:  The target linguistic system will be learned through the overt teaching of the patterns of the system.
(14)  CLT:  Communicative competence is the desired goal.

        ALM:  Linguistic competence is the desired goal.

(15)  CLT:  Linguistic variation is a central concept in materials and methods.

        ALM:  Varieties of language are recognized but not emphasized.

(16)  CLT:  Sequencing is determined by any consideration of content function, or meaning which maintains interest.

        ALM:  The sequence of units is determined solely on principles of linguistic complexity.

(17)  CLT:  Teachers help learners in any way that motivates them to work with the language.

        ALM:  The teacher controls the learners and prevents them from doing anything that conflicts with the theory.

(18)  CLT:  Language is created by the individual often through trial and error.

        ALM:  “Language is habit” so error must be prevented at all costs.

(21)  CLT:  The teacher cannot know exactly what language the students will use.

        ALM:  The teacher is expected to specify the language that students are to use.

(22)  CLT:  Intrinsic motivation will spring from an interest in what is being communicated by the language.

        ALM:  Intrinsic motivation will spring from an interest in the structure of the language.


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