COURSE:M.A
ENGLISH
SEMESTER:3
BATCH:2016-2018
ENROLMENT
NO- 2069108420170010
SUBMITTED
TO –Dr. Dilip Barad
SMT .S.B.GAEDI
SMT .S.B.GAEDI
DEPARTMENT
OF ENGLISH
MAHARAJA
KRISHNAKUMARSINHJI BHAVNAGER UNIVERSITY
PARER NO- 12 English Language Teaching.
TOPIC:” What are the Difference Between Communication
Language Teaching and Audio Lingual Language.
Introduction:
The audio lingual method also known as Army method or new key is a method of teaching foreign language. advocate by
Charles fries the director of the English language institute at the University
of the Michigan development in the US in 1939. the method of rice is a direct
result of the need of foreign language proficiency in listening and speaking
skills during and after World War 2 .
The discuss what the audio
lingual method. is what is Principal is what typical technique employed in this
method, the limitation and how it differs from communicative language. teaching
direct or natural method grammar translation of the method.
Finally we can say that both the audio lingual method and communicative language teaching a tool method formerly grounded in the linguistic, and psychological theory both may have some shortcoming and drawback but are both very effectively and widely used in language teaching and learning.
Finally we can say that both the audio lingual method and communicative language teaching a tool method formerly grounded in the linguistic, and psychological theory both may have some shortcoming and drawback but are both very effectively and widely used in language teaching and learning.
The
Origins of communicative language teaching CLT are to be found in the changes
in the British language teaching. tradition dating form toilet 1960. Until then
situational language teaching represented the major British approach to
teaching English as a foreign language . In situation language teaching
language was roughs. by practicing basic structure in meaningful situation
based activities if but just as the linguistic theory underlying, audio legalism.
was rejected in the united state.
In the mid 1980 British applied linguistics
begin to call into question the theoretical assumption underlying situation language
teaching. .
There was no future in Canton using pursue . This was partly response to the sort of Criticism the prominent.. American linguistic Nome chomsky had level structure linguistic theory in his now classic book. Functional approach and functional approach are also sometimes use although the movement begin as a large British innovation focusing on alternative conception of a syllabus since the mid 1917 the scope of communicative language teaching.
There was no future in Canton using pursue . This was partly response to the sort of Criticism the prominent.. American linguistic Nome chomsky had level structure linguistic theory in his now classic book. Functional approach and functional approach are also sometimes use although the movement begin as a large British innovation focusing on alternative conception of a syllabus since the mid 1917 the scope of communicative language teaching.
Has expanded both American British
proponent now see it as an approach and not a method that to make
communicative competence the goal of language teaching develop procedure for
the teaching of the four language skills point it's comprehensiveness first
makes it different in scope and status from any of other approaches.
There is a sense strong version of the communicative approach in week version the week version which has become more or less standard practice in the last year stress the importance of providing learners with opportunity to use their English for communicative purpose and characteristic Kaila attempt to integrate such activities into a wider program of language teaching .
The audio lingual method,
or the Army method, or also the New key, is the mode of language instruction
based on behaviorist ideology, which professes that certain traits of living
things could be trained through a system of reinforcement. The instructor would
present the correct model of a sentence and the students would have to
repeat it. The teacher would then continue by presenting new words for the
students to sample in the same structure. There is no explicit grammar
instruction everything is simply memorized in form. The idea is for the
students to practice the particular construction until they can use it
spontaneously. In this manner, the lessons are built on static drills in which
the students have little or no control
on their own output.
The communicative language
teaching is am approach to the teaching of second and foreign languages that
emphasizes communication or interaction as both the means and the ultimate goal
of learning a language. The clt was the product of educators and linguists who
had grown dissatisfied with earlier Grammar Translation and Audio Lingual
Methods, where students were not learning enough realistic, socially necessary
language. Therefore they became interested in the development of communicative
style teaching in the 1970s, focusing on authentic language use and classroom
exchanges where students engaged in real communication with one another. The
goal of clt is of creating communicative competence in the learners. It makes
use of real life situations.
The
CLT and ALM differ from various aspects. Basic differences as presented by
Finocchiaro and Brumfit(1983) are given below:
Meaning and structure
CLT: Meaning is paramount.
ALM: Attends to structure and
form more than meaning.
context
CLT: Contextualization is a
basic premise.
ALM: Language items are not
necessarily contextualized.
Learning objectives
CLT: Language learning is
learning to communicate.
ALM: Language Learning is learning structures, sounds or words.
Goal
CLT: Effective communication
is sought.
ALM: Mastery or
"overlearning" is sought.
Drilling
CLT: Drilling may occur, but
peripherially.
ALM: Drilling is a central
technique.
Pronunciation
CLT: Comprehensible
pronunciation is sought.
ALM: Native-speaker-like
pronunciation is sought.
Grammatical explanation
CLT: Any device which helps
the learners is accepted - varying according to their age, interest, etc.
ALM: Grammatical explanation
is avoided.
STAGE OF COMMUNICATIVE
ACTIVITIES
CLT: Attempts to communicate
may be encouraged from the very beginning.
ALM: Communicative activities
only come after a long process of rigid drills and exercises.
Native language
CLT: Judicious use of native
language is accepted where feasible.
ALM: The use of the learners'
native language is forbidden.
Translation
CLT: Translation may be used
where learners need or benefit from it.
ALM: Translation is forbidden
at early levels.
Reading and writing
CLT: Reading and writing can
start from the first day, if desired.
ALM: Reading and writing are
deferred until speech is mastered.
Teaching Patterns
CLT: The target linguistic
system will be learned best through the process of struggling to communicate.
ALM: The target linguistic
system will be learned through the overt teaching of the patterns of the
system.
Competence
CLT: Communicative competence
is the desired goal.
ALM: Linguistic competence
is the desired goal.
Language variation
CLT: Linguistic variation is
a central concept in materials and methods.
ALM: Varieties of language
are recognized but not emphasized.
Sequencing
CLT: Sequencing is determined
by any consideration of content function, or meaning which maintains interest.
ALM: The sequence of units is
determined solely on principles of linguistic complexity.
Error
CLT: Language is created by
the individual often through trial and error.
ALM: "Language is
habit" so error must be prevented at all costs.
Accuracy
CLT: Fluency and acceptable
language is the primary goal: accuracy is judged not in the abstract but in
context.
ALM: Accuracy, in terms of
formal correctness, is a primary goal.
Intrinsic motivation
CLT: Intrinsic motivation
will spring from an interest in what is being communicated by the language.
ALM: Intrinsic motivation
will spring from an interest in the structure of the language.
Teacher's function
CLT: Teachers help learners
in any way that motivates them to work with the language.
ALM: The teacher controls the
learners and prevents them from doing anything that conflict with the theory.
Interaction
CLT: Learners are expected to
interact with other people, either in the flesh, through pair and group work,
or in their writings.
ALM: Learners are expected
to interact with the language system, embodied in machines or controlled
materials.
Learner Laguage
CLT: The teacher cannot know
exactly what language the learners will use.
ALM: The teacher is expected
to specify the language that learners are to use.
Teachers' responsibility
CLT: The teachers assume a
responsibility for determining and responding to learner's language need.
ALM: The teachers have no
responsibility to determine learner's language need.
Communicative language teaching often
uses a functional-notional syllabus. A notional-functional syllabus is more a
way of organizing a language learning curriculum than a method or an approach
to teaching. On the other hand, Audiolingualism is a linguistic, or structure
based approach to language teaching. The starting point is a linguistic
syllabus which contains the key items of phonology, morphology, and syntax of
the language arranged according to their order of presentation.
Instructional materials:
In communicative language teaching,
instructional materials have the primary role of promoting communicative
language use. In audio-lingual method, instructional materials assist the
teacher to develop language mastery in the learner.
Conclusion:
Finally we can say that both the audio
lingual method and communicative language teaching a tool method formerly
grounded in the linguistic and psychological theory both may have some
shortcoming and drawback but are both very effectively and widely used in
language teaching and learning.
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Reference:
Works Cited
"Crambriage Language Teaching." https://archive.org/stream/ApproachesAndMethodsInLanguageTeaching2ndEditionCambridgeLanguageTeachingLibrary_201610/__Approaches_and_Methods_in_Language_Teaching__2nd_Editio.
cambriage, n.d.
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