Differences between Audio-Lingual and CLT
DIFFERENCES BETWEEN THE AUDIO-LINGUAL METHOD AND CLT:
AUDIO-LINGUAL
COMMUNICATIVE LANGUAGE TEACHING
1. Meaning and structure
Attends to structure and form more than meaning.
Meaning is paramount.
2. Memorization
Demands memorization of structure-based dialogs.
Dialogs, if used, center on communicative functions and are not normally memorized.
3. Context
Language items are not necessarily contextualized.
Contextualization is a basic premise.
4. Learning objectives
Language learning is learning structures, sounds, or words.
Language learning is learning to communicate.
5. Goal
Mastery, or “over-learning” is sought.
Effective communication is sought.
6. Drilling
Drilling is a central technique.
Drilling may occur, but peripherally.
7. Pronunciation
Native-speaker-like pronunciation is sought.
Comprehensible pronunciation is sought.
8. Grammatical explanation
Grammatical explanation is avoided.
Any device which helps the learners is accepted-varying according to their age, interest, etc.
9. Stage of communicative acts
Communicative activities only come after a long process of rigid drills and exercises.
Attempts to communicate may be encouraged from the very beginning.
10. Native language
The use of the student’s native language is forbidden.
Judicious use of native language is accepted where feasible.
11. Translation
Translation is forbidden at early levels.
Translation may be used where students need or benefit from it.
12. Reading and writing
Reading and writing are deferred till speech is mastered.
Reading and writing can start from the first day, if desired.
13. Teaching Patterns
The target linguistic learner will be learned through the over teaching of the patterns of the system.
The target linguistic system will be learned best through the process of struggling to communicate.
14. Competence
Linguistic competence is desired
AUDIO-LINGUAL
COMMUNICATIVE LANGUAGE TEACHING
1. Meaning and structure
Attends to structure and form more than meaning.
Meaning is paramount.
2. Memorization
Demands memorization of structure-based dialogs.
Dialogs, if used, center on communicative functions and are not normally memorized.
3. Context
Language items are not necessarily contextualized.
Contextualization is a basic premise.
4. Learning objectives
Language learning is learning structures, sounds, or words.
Language learning is learning to communicate.
5. Goal
Mastery, or “over-learning” is sought.
Effective communication is sought.
6. Drilling
Drilling is a central technique.
Drilling may occur, but peripherally.
7. Pronunciation
Native-speaker-like pronunciation is sought.
Comprehensible pronunciation is sought.
8. Grammatical explanation
Grammatical explanation is avoided.
Any device which helps the learners is accepted-varying according to their age, interest, etc.
9. Stage of communicative acts
Communicative activities only come after a long process of rigid drills and exercises.
Attempts to communicate may be encouraged from the very beginning.
10. Native language
The use of the student’s native language is forbidden.
Judicious use of native language is accepted where feasible.
11. Translation
Translation is forbidden at early levels.
Translation may be used where students need or benefit from it.
12. Reading and writing
Reading and writing are deferred till speech is mastered.
Reading and writing can start from the first day, if desired.
13. Teaching Patterns
The target linguistic learner will be learned through the over teaching of the patterns of the system.
The target linguistic system will be learned best through the process of struggling to communicate.
14. Competence
Linguistic competence is desired