Audio-lingual | Communicative Language Teaching |
Attends to structure and form more than meaning. | Meaning is paramount. |
Demands memorization of structure-based dialogues. | Dialogues, if used, center around communicative functions and are not normally memorized. |
Language items are not necessarily contextualized. | Contextualization is a basic premise. |
Language learning is learning structures, sounds, or words. | Language learning is learning to communicate. |
Mastery, or "over-learning" is sought. | Effective communication is sought. |
Drilling is a central technique. | Drilling may occur, but peripherally. |
Native-speaker-like pronunciation is sought. | Comprehensible pronunciation is |
Grammatical explanation is avoided. | Any device which helps the learners |
Communicative activities only come after a long process of rigid drills and exercises | Attempts to communicate may be |
The use of the student's native language is forbidden. | Judicious use of native language is |
Translation is forbidden at early levels | Translation may be used where |
Reading and writing are |
Reading and writing can start from |
The target linguistic system will be learned through the overt teaching of the patterns of the system. | The target linguistic system will be |
Linguistic competence is the desired goal. | Communicative competence is the desired goal (i.e. the ability to use the linguistic system effectively and appropriately). |
Varieties of language are |
Linguistic variation is a central concept in materials and methodology. |
The sequence of units is |
Sequencing is determined by any consideration of content, function, or meaning which maintains interest. |
Last modified: Saturday, 10 April 2010, 9:06 PM