Compare and Contrast the Communicative Approach with the Audio-Lingual Method from the Point of View of Teacher, the Learner, the Activities and Types of Materials Used, and Any Underlying Theory of Language or Learning.

3348 Words Feb 2nd, 2013 14 Pages
Compare and contrast the Communicative Approach with the Audio-lingual Method from the point of view of teacher, the learner, the activities and types of materials used, and any underlying theory of language or learning. Discuss to what extent the Communicative Approach was an improvement over the Audio-lingual Method. Introduction The essay is about the communicative approach and the audio-lingual method which are both ways of teaching a foreign language. The communicative language teaching makes use of real life situations by using communication and interaction. The teacher sets up a situation that the students are likely to face in real life. Unlike the audio-lingual method of …show more content…
Namely the pronunciation and the grammatical structures were supposed to be memorized exactly as they were heard from the recording and used in the same way. It should be noticed that the audio-lingual method is quite different from the communicative approach. The former’s emphasis is on the repetition and demonstration of target sentences, form and accuracy. The latter emphasise on authenticity and variation in showing how the new language is used in real life communications, meaning, and fluency and appropriateness (Cohen and Macaro 2007, Richards and Rogers 1987). There are some principles of both communicative approach and audio-lingual method, which show more clear the differences and similarities that they have and which is better for a foreign language learner. Firstly some of the principles of the audio-lingual method will be mentioned. The audio-lingual method supports that language is speech not writing. This means that emphasis is on correct intonation and pronunciation. Listening and speaking are taught before reading and writing, when the students have mastered the oral skills the other two are introduced as reinforcements. In this method the native language is used as little as possible. Any instructions or activities are given in the target language. Even when the teacher is guiding or controlling the students’ behaviour it is again in the target language. In the audio-lingual method errors are carefully avoided because they lead to the formation of

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