Compare and contrast between the Audio-Lingual Method and Communicative Language Teaching

The Audio-Lingual Audio-Lingual Method, or the Army Method or also the New Key is a style of teachin teaching g used used in teachin teaching g foreig foreign n langua languages ges.. It is based based on behavio behavioris ristt theory theory,, which which professes that certain traits of living things, and in this case humans humans,, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. Communicative Language Teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language language.. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “Communicative Approach”. Approach”.

The Audio-Lingual Method (ALM) arose as a direct result of the need for foreign language proficiency in listening and speaking skills during and after World War II. II. It is closely tied to behaviorism behaviorism,, and thus made drilling drilling,, repetition, and habit-formation central elements of instruction. Proponents of ALM felt that this emphasis on repetition necessitated a corollary corollary emphasis on accuracy, accuracy, claiming claiming that continual continual repetition of errors would lead to the fixed acquisition of incorrect structures and non-standard pronunciation. In the the class classro room om,, less lesson onss were were often often orga organi nize zed d by gram gramma matic tical al stru struct ctur uree and and prese presente nted d throu through gh short short dialogs dialogs.. Often Often,, stud studen ents ts list listen ened ed repeat repeated edly ly to reco record rdin ings gs of conversation conversationss (for example, in the language lab ) and focused on accurately mimicking the pronunciation and grammatical structures in these dialogs. Example : “Teacher: “Teacher: There's a cup on the table ... repeat Students: There's a cup on the table Teacher: Spoon Students: There's a spoon on the table Teacher: Book Students: There's a book on the table. Teacher: On the chair Students: There's a book on the chair etc.” The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the1960s. As an extension of the notional-functional syllabus, CLT also places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions. Unlike the ALM, its primary focus is on helping learners create meaning rather than than help helpin ing g them them deve develo lop p perf perfect ectly ly gramm grammati atical cal stru structu ctures res or acqu acquire ire nativ native-l e-lik ikee pronunciation. This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate. Now, Now, we will compare c ompare and contrast between the Audio-Lingual Audio-Lingual Method and Communicative Language Teaching Teaching on the basis of different issues related.

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Objectives: Audio-lingual method: The development of oral proficiency in the language through carefully selected vocabularies which form a general service list for the learner to use. ii) To mak makee stud studen ents ts able able to to use use the the tar targe gett lang langua uage ge com commu muni nicat cativ ively ely and and automatically without stopping to think.

Communicative Language Teaching: i) The main objective of CLT CLT is to develop the communicative c ommunicative competence of the learners. ii) Learners are involved in the learning process so that language develops automatically. All the basic four skills get equal emphasis. Principles: Principles of Audio-lingual methoda) Language Language is speech speech and not writing writing.. This implies implies that that the emphasis emphasis is on on correct

intonation. Listening and speaking should be taught before reading and writing. It should be realistic and situational from the start. The mastery of oral skills should precede reading and writing which will act as reinforcements. c) Language Language is a set set of habit. habit. Learning Learning is controll controlled ed through through behaviou behaviourr. d) It teaches teaches the languag languagee not not about about the the languag language. e. Instructions are given in the target language. f) Langua Language ge form formss occu occurr with within in a contex context. t. g) Students’ Students’ native language language interferes interferes as little as possible possible with the students’ students’ attempts attempts to acquire the target language. h) Teaching eaching is directed to provide provide students students with a native-spea native-speaker-li ker-like ke model. i) Analogy Analogy provides provides a better better foundation foundation for language language learning learning than analysis. analysis. j) Errors are carefully carefully avoided avoided because because they lead lead to the the formation formation of bad habits. habits. k) Positive Positive reinforceme reinforcement nt helps the student student to develop develop correct correct habits. habits. l) Students Students are encouraged encouraged to to learn to respond respond to both verbal and and nonverb nonverbal al stimuli. stimuli. m) The teacher is regarded as an orchestra leader-conducting, guiding and controlling the students’ behavior behavior in the target language. n) Learning Learning a foreign language language is treated treated on par par with the native native language language learning. learning. o) A comparis comparison on between between the native native language language and the target target language language is suppos supposed ed to





p) Language Language is not seen seen separated separated from culture. culture. Culture Culture is the everyday everyday behavio behaviorr of people who use the target language. One of the teachers’ responsibilities responsibilities is to present information about that culture in context. q) Students Students are taken taken to be the the imitators imitators of the the teacher’s teacher’s model model or the tapes. tapes. r) The dialogue dialogue is the chief chief means of of presenting presenting vocabu vocabulary lary,, structures structures and and it is learned through repetition and imitation. s) Mimicry, Mimicry, memorization memorization and and pattern pattern drills are the practice practice technique techniquess that are emphasized. t) Most of of the interactio interaction n is between between the teacher teacher and the the learner learner and it it is imitated imitated by the learner. u) Listening Listening and speakin speaking g are given priority priority in in language language teaching, teaching, and they precede reading and writing. v) Correct pronun pronunciation ciation,, stress, stress, rhythm and and intonation intonation are emphasize emphasized. d. w) The meanings meanings of the words words are derived in a linguistic linguistic and cultural cultural context context and not in isolation. x) Audio-visu Audio-visual al aids are used to assist assist the students’ students’ ability to form form new language language habits.

Principles of CLT-

a) Language as it is used in real context should be introduced. b) Students should be able to figure out the speaker’s or writer’s intentions. c) The target language is the vehicle for classroom communication. d) One function may have many different linguistic forms. e) Opportunities should be given to students to express their ideas and opinions. f) Errors are seen as the natural outcome of the development of communication skills. g) Fluency is much more important than accuracy. h) Creating situations to promote communication is one of the teacher’s responsibilities. i) The social context of the communicative events is essential in giving meaning to the utterances.





l) Students should be given opportunities to develop strategies for interpreting language as it is actually seen by native speakers. m) Students are communicators and are actively engaged in negotiating meaning. n) Language is used a great deal through communicative activities such as games, role-play, problem solving. 0) Communicative activities have three features: information gap, choice and feedback. Roles of the Teacher and the Students: There are distinctions between communicative language teaching and audio-lingual method in terms of the roles of teacher and student. In audio-lingual method, the teacher’s role is central and active; it is a teacher-dominated method. The teacher models the target language, cont control rolss the the direc directio tion n and and pace pace of learn learnin ing, g, and and moni monito tors rs and and corr correct ectss the the learn learner ers’ s’ performance. performance. Language Language learning is seen to result from active verbal interaction interaction between between the teachers and learners. On the other hand, in communicative language teaching the learner plays the central role and the teacher acts as a mediator.

Teachers in communicative classrooms will find themselves talking less and listening more– becoming active facilitators of their students’ learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students’ performance is the goal, the teacher must step bac back k and and obse observ rve, e, some someti time mess acti acting ng as refe refere reee or moni monito torr. A clas classr sroo oom m duri during ng a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. 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. CLT: CLT: Learners are expected to interact inte ract 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. CLT: CLT: The 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. CLT: CLT: The teachers assume a responsibility for determining and responding to learner’s lear ner’s language need. ALM: The teachers have no responsibility to determine learner’s language need.





Linguistics had emerged as a flourishing academic discipline in the l950s, and the structural theory of language constituted its backbone. Structural linguistics had developed in part as a reaction to traditional traditional grammar. grammar. Tradition Traditional al approaches approaches to the study of language language had linked the study of language to philosophy and to a mentalist approach to grammar. Grammar was considered a branch of logic, and the grammatical categories of Indo-European languages were thought to represent ideal categories in languages. The Communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “com “commu muni nica cativ tivee compe compete tenc nce. e.”” Hyme Hymess coin coined ed this this term term in orde orderr to cont contra rast st a commun communicat icative ive view of langua language ge and Chomsk Chomsky’ y’ss theory theory of compet competenc ence. e. Some Some of the characteristics of the communicative view of language follow: 1. Language is a system for the expression of meaning. 2. The primary function of language is to allow interaction and communication 3. The structure of language reflects its functional and communicative uses 4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. The theory of learning: Johnson (1984) and Lirtlewood (1984) consider a learning theory that they see as compatible with CLT - a skill-learning model of learning. According to this theory, the acquisition of communicative competence in a language is an example of skill development. This involves both a cognitive and a behavioral aspect:

“The “The cogn cognit itiv ivee aspe aspect ct invo involv lves es the the inter interna nalis lisat atio ion n of plan planss for for creati creating ng appropriate behaviour. For language use, these plans derive mainly from the language system - they include grammatical rules, procedures far selecting vocabulary, and social conventions governing speech. The behavioural aspect involves the automation of these plans so that they can be converted into fluent performance in real time. This occurs mainly through practice in converting plans into performance.” (Lirtlewood 1984: 74) This theory thus encourages an emphasis on practice as a way of developing communicative skills. Krashe Krashen n sees sees acquis acquisitio ition n as the basic basic proces processs involv involved ed in develo developin ping g langu language age pro profic ficie iency ncy and and dist distin ingu guis ishe hess this this’’ proc proces esss from from learn learnin ing. g. Acqu Acquis isiti ition on refers refers to the the unconscious development of the target-language system as a result of using the language for real communication. Learning is the conscious representation of grammatical knowledge that has resulted from instruction, and it cannot lead to acquisition. It is the acquired system that we call upon to create utterances utterances during spontaneous spontaneous language language use. The learned system can serve only as a monitor of the output of the acquired system. Krashen and other second language acquisition theorists typically stress that language learning comes about through using language communicatively, communicatively, rather than through practicing language skills.





To the behaviorist, the human being is an organism capable of wide repertoire of behaviors. The occurrence of these behaviors is dependent on three crucial elements in learning: a stimulus, which serves to elicit behavior; a response which serves to mark the response as being appropriate) and encourages the repetition (or future (see Skinner 1957; Brown1980). Reinforcement is a vital element in the learning process because it increases the likelihood that the behavior will occur again and become a habit. To apply this theory to organism as the foreign language learner, the behavior as verbal behavior, the stimulus as what is taught or presented of the foreign language, the response as the learner’s reaction to the stimulus, and the reinforcement as the extrinsic approval and praise of the teacher or fellow students students or the intrinsic self-satisfaction self-satisfaction of target target language language use. Language Language mastery is represented as acquiring language stimulus-response chains. Instructional materials: In commun communicat icative ive langua language ge teachin teaching, g, instru instructio ctional nal materia materials ls have have the primary primary role role of promoting promoting communicative communicative language language use. In audio-lingu audio-lingual al method, method, instructiona instructionall materials materials assist the teacher to develop language mastery in the learner. Tape recorders and audiovisual equipment often have central roles in audio-lingual course. A language language laboratory may also be considered considered essential essential to provide provide the opportunity opportunity for further further drill work and to receive controlled error-free practice of basic structures. Three kinds of material are currently used in CLT: CLT: text-based materials; task-based materials; and realia. Techniques: ALM demands more memorization of structure-based dialogs. Students memorize an opening dialo dialog g usin using g mimi mimicry cry and and appl applie ied d rolerole-pl play ayin ing. g. In CLT CLT, dialo dialogs gs,, if used used,, cent center er on commun communicat icative ive functi functions ons and are not normall normally y memoriz memorized. ed. Commun Communicat icative ive langua language ge teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audio-lingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students’ motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.

One of the key principles of the Audio-Lingual method is that the language teacher should provide students with a native-speaker-like model. By listening, students are expected to be able to mimic the model. Based upon contrastive analyses, students are drilled in pronunciation of words that are most dissimilar between the target language and the first langua language. ge. Grammar Grammar is not taught taught directl directly y by rule rule memori memorizati zation, on, but by example examples. s. The The method presumes that second language learning is very much like first language learning. A comparative study is attempted atte mpted below between CLT CLT and ALM in terms of techniques: Techniques used in ALM







student). 5. Students are encouraged to change certain key words or phrases in the dialogue. 6. Students write short guided compositions on given topics. 7. Students are encouraged to induce grammatical rules. 8. Students are involved in language la nguage games and role-play. 9. Filling-in the blanks exercise is used. 10. Minimal pairs are used. 11. Teachers Teachers ask questions about the new items it ems or ask general questions. 12. Substitution drills, chain drills, transformation drills and expansion drills are used. 13. Language laboratory is used for intensive practice of language structures as well as supra segmental features. 14. Dialogue is copied in students’ notebook. 15. Students are asked to read aloud. Techniques used in CLT CLT 1. Before presenting the material, a discussion of the function and situation is made between students and teacher. 2. The teacher asks students to re-order sentences within a dialogue or a passage. 3. Students are involved in language la nguage games and role-play. 4. The class works in groups. 5. The teacher gives instructions in the target language. 6. A problem solving task is used as a communicative technique. 7. Questions and answers are of two types: those which are based on the material given and those which are related to the student’s personal experiences and are centered around the material theme. Comparative study of basic features: Here is a summary of the key features of the Audio-lingual Method, taken from Brown (1994:57) and adapted from Prator and Celce-Murcia (1979). (1) New material is presented in dialog form. (2) There is dependence on mimicry, mimicry, memorization of set phrases, and overlearning. (3) Structures are sequenced by means of contrastive analysis and taught one at a time. (4) Structural patterns are taught using repetitive drills. (5) There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation. (6) Vocabulary Vocabulary is strictly limited li mited and learned in context. (7) There is much use of tapes, language labs, and visual aids.





(4) An enhancement of the learner ’s own personal experiences as important contributing elements to classroom learning. (5) An attempt to link classroom language learning le arning with language activation outside the classroom

Basic differences between the Audio-Lingual Method and CLT as presented by Finocchiaro and Brumfit (1983) are given below: Audio-lingual 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, Mastery, or"over-learning" is sought. sought. It depends on the teacher's how-to, it's not always. 6. Dr Drilling is a ce central technique. 7. Native-speaker-like pronunciation is sought. 8. Grammatical explanation is avoided. We could find the same statement as the right one, i,e," Any device which helps the learners is accepted - varying according to their age, interest, etc."on Fries' book, "On the Oral Approach". 9. Communicative activities only come after a long process of rigid drills and exercises. 10. The use of the student's native language l anguage is forbidden.

Communicative Language Teaching Meaning is paramount

Dialogs, if used, center around communicative functions and are not normally memorized. Contextualization is a basic premise. Language learning is learning to communicate.

Effective communication is sought. Drilling may occur, bu but pe 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





not emphasized.

materials and methodology. Sequencing is determined by any consideration 16. The sequence of units is determined deter mined of content, function, or meaning which solely by principles of linguistic complexity c omplexity.. maintains interest. 17. The teacher controls the learners and Teachers help learners in any way that prevents them from doing anything that motivates them to work with the language. conflict with the theory. Language is created by the individual often 18. "Language is habit” so errors must be through trial and error. prevented at all costs. 19. Accuracy, Accuracy, in terms te rms of formal correctness, Fluency and acceptable language is the primary is a primary goal. goal; accuracy is judged not in the abstract but in context. 20. Students are expected to interact with the Students are expected to interact with other language system, embodied in machines or people, either in the flesh, through pair and controlled materials. group work, or in their writings. The teacher cannot know exactly what language 21. The teacher is expected to specify the the students will use. language that students are to use. 22. Intrinsic motivation will spring from an interest in the structure of the language.

Intrinsic motivation will spring from an interest in what is being communicated by the language.

Syllabus Designing: Communicati Communicative ve language language teaching teaching often uses a functional-n functional-notion otional al syllabus. syllabus. A notionalnotionalfunctional syllabus is more a way of organizing a language learning curriculum than a method or an approach to teaching. In a notional-functional syllabus, instruction is organized not in terms of grammatical grammatical structure as had often been done with the ALM, but in terms of “notions” and “functions.” In this model, a “notion” is a particular context in which people communicate, and a “function” is a specific purpose for a speaker in a given context. As an example, example, the “notion” “notion” or context context shopping shopping requires numerous numerous language functions functions including including asking about prices or features of a product and bargaining. Similarly, the notion party would require numerous functions like introductions and greetings and discussing interests and hobbie hobbies. s. Propon Proponent entss of the notion notional-f al-func unction tional al syllab syllabus us claimed claimed that that it addres addressed sed the deficiencies they found in the ALM by helping students develop their ability to effectively





Learning Techniques and Activities: Communicative language teaching uses almost any activity that engages learners in authentic commun communicat ication ion.. Littlew Littlewood ood (1981) (1981) distin distingui guishe shess betwee between n “funct “function ional al commun communicat ication ion activit activities ies”” and “social “social interac interactio tion n activiti activities” es” as major major activity activity types types in Commu Communica nicativ tivee langua language ge Teaching eaching.. Functio Functional nal commun communicat ication ion activit activities ies includ includee such such tasks tasks as learner learnerss comparing sets of pictures and noting similarities and differences; working out a likely sequence of events in a set of pictures; discovering missing features in a map or picture; one learner communicating behind a screen to another learner and giving instructions on how to draw a picture or shape, or how to complete a map; following directions; and solving problems from shared clues. Social interaction activities include conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates.

Dialogues provide the means of contextualizing key structures and illustrate situations in which structures might be used as well as some cultural aspects of the target language. Dialogues Dialogues are used for memorization memorization.. Correct Correct pronunciati pronunciation, on, stress, rhythm, and intonation intonation are emphasized. Comparative study of Criticism on CLT and ALM: One of the most most famous famous attacks attacks on Commun Communicat icative ive Langua Language ge teachin teaching g was offered offered by Michael Michael Swan Swan in the Englis English h Langua Language ge Teaching eaching Journa Journall on 1985 1985 Henry Henry Widdo Widdowso wson n responded in defense of CLT, also in the ELT Journal (1985 39(3):158-161). More recently other writers (e.g. Bax) have critiqued CLT for paying insufficient attention to the context in which teaching and learning take place, though CLT has also been defended against this charge (e.g. Harmer 2003).

The The Comm Commun unic icati ative ve Appr Approa oach ch ofte often n seems seems to be inter interpr prete eted d as: as: if the the teach teacher er understands the student we have good communication. What can happen though is that a teacher, who is from the same region, understands the students when they make errors resulting from first language influence. One problem with this is that native speakers of the target language can have great difficulty understanding them. This observation may call for new thinking on and adaptation of the communicative approach. The adapted communicative approach should be a simulation where the teacher pretends to understand only that what any regular speaker of the target language would, and should react accordingly. accordingly. In the late 1950s, the theoretical underpinnings of the Audio-lingual method were questioned by linguists such as Noam Chomsky, who pointed out the limitations of structural ling lingui uist stic ics. s. The The relev relevan ance ce of beha behavi vior oris istt psyc psycho holo logy gy to langu languag agee learn learnin ing g was was also also





Fina Finally lly,, we can say that that both both the the Audi Audioo-Li Ling ngua uall Meth Method od and and Comm Commun unica icati tive ve Language Teaching are two methods firmly grounded in the linguistic and psychological theory. Both may have some shortcomings and drawbacks but are both very effective and widely used in language teaching and learning.

Compare and contrast between the Audio-Lingual Method and Communicative Language Teaching

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