Communicative Language Teaching and Audio-Lingual Method

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by Abdul Bari Communicative Language Teaching and Audio-Lingual Method: Definition Communicative Language Teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “Communicative Approach.” The Audio-Lingual Method, or the Army Method, is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use…show more content…
“These immediate objectives imply three others: first, control of the structures of sound, form, and order in the new language; second, acquaintance with vocabulary items that bring content into these structures; and third, meaning, in terms of the significance these verbal symbols have for those who speak die language natively” (Brooks 1964:113). Long-range objectives “must be language as the native speaker uses it. . . There must be some knowledge of a second language as it is possessed by a true bilingualist” (Brooks1964: 107). Compare and contrast in terms of Roles of Teacher and Student: There are distinctions between communicative language teaching and audio-lingual method in terms of the roles of teacher and student. In audio-lingual method, the teacher’s role is central and active; it is a teacher-dominated method. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners’ performance. Language learning is seen to result from active verbal interaction between the teachers and learners. On the other hand, in communicative language teaching the learner plays the central role and the teacher acts as a mediator. Teachers in communicative classrooms will find themselves talking less and listening more–becoming active facilitators of their students’ learning (Larsen-Freeman, 1986). The teacher sets up the exercise,
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