Communicative Language Audio-lingual Teaching 1. Attends to structure and form Meaning, is paramount. more than meaning. 2. Demands memorization of Dialogs, if used, center around structure-based dialogs. communicative functions and are not normally memorized. 3. Language items are not Contextualization Ỉ5 a basic necessarily contextualized, premise. 4. Language learning is learning Language learning is learning structures, sounds, or words. to communicate, 5. Mastery, or “over – learning” Effective communication is is sought. sought. 6. Drilling is a centra! technique, 7. Native-speaker-like Drilling may occur, but pronunciation is sought, peripherally. 8. Grammatical explanation is Comprehensible pronunciation avoided. is sought. Any device which helps the 9. Communicative activities only learners is accepted - varying come after a long process of rigid according to their age, interest, etc drills and exercises. Attempts to communicate may 10. The use of the student’s be encouraged from the very native language is forbidden. beginning. 11. Translation is forbidden at Judicious use of native early levels. language is accepted where 12. Reading and writing are feasible. deferred till speech is mastered, Translation may be used where 13. The target linguistic system students need or benefit from it. will be learned through the overt Reading and writing can start teaching of the patterns of the from the first day, if desired,: system, The target linguistic system 14. Linguistic competence is the will, be learned best through the desired goal. process of struggling to communicate. 15. Varieties of language are Communicative competence is recognized bur not emphasized. the desired goal (Le. the ability to use the linguistic system effectively 16. The sequence of turns is and appropriately). determined solely by principles of Linguistic variation is a central lingnhtic coinplesiiy. concept in materials, and methodology. 17. The teacher controls the Sequencing is determined by learners and prevents them from any consideration of content, doing anything that conflicts with function, or meaning; which mat the theory. mauls interest, 18. “Language is habit” so errors Teachers help learners in any must be prevented at all costs. way that motivates them to work with the language. 19. Accuracy, in terms of formal correctness, is a primary goal. Language is created by the
Audio-lingual Communicative Language Teaching 1. Attends to structure and form more than meaning. 2. Demands memorization of structure-based dialogs. 3. Language items are not necessarily contextualized, 4. Language learning is learning structures, sounds, or words. 5. Mastery, or “over – learning” is sought. 6. Drilling is a centra! technique, 7. Native-speaker-like pronunciation is sought, 8. Grammatical explanation is avoided. 9. Communicative activities only come after a long process of rigid drills and exercises. 10. The use of the student’s native language is forbidden. 11. Translation is forbidden at early levels. 12. Reading and writing are deferred till speech is mastered, 13. The target linguistic system will be learned through the overt teaching of the patterns of the system, 14. Linguistic competence is the desired goal. 15. Varieties of language are recognized bur not emphasized. 16. The sequence of turns is determined solely by principles of lingnhtic coinplesiiy. 17. The teacher controls the learners and prevents them from doing anything that conflicts with the theory. 18. “Language is habit” so errors must be prevented at all costs. 19. Accuracy, in terms of formal correctness, is a primary goal. Meaning, is paramount. Dialogs, if used, center around communicative functions and are not normally memorized. Contextualization Ỉ5 a basic premise. Language learning is learning to communicate, Effective communication is sought. Drilling may occur, but peripherally. Comprehensible pronunciation is sought. Any device which helps the learners is accepted - varying according to their age, interest, etc Attempts to communicate may be encouraged from the very beginning. Judicious use of native language is accepted where feasible. Translation may be used where students need or benefit from it. Reading and writing can start from the first day, if desired,: The target linguistic system will, be learned best through the process of struggling to communicate. Communicative competence is the desired goal (Le. the ability to use the linguistic system effectively and appropriately). Linguistic variation is a central concept in materials, and methodology. Sequencing is determined by any consideration of content, function, or meaning; which mat mauls interest, Teachers help learners in any way that motivates them to work with the language. Language is created by the
698.ApproachesAndMethodsInLanguageTeaching.docx