That being said, the two teaching methods that your question addresses can basically be labeled as "the old and the not so old. We are expected to break away from traditional teaching models and become facilitators, rather than instructors.
Students go around the classroom asking and answering questions about each other. Because of this, the s were a period of uncertainty, with many different methods and approaches being researched and used, until the development of the Communicative Language Teaching CLT in the late s.
All the students that are Partner B are given a sheet of paper with a time-table on it. The direct method and communicative approach are similar in that they all aim at teaching language for communication.
The students converse in pairs for a designated amount of time. It is a quasi real-life approach in which the teacher basically talks to the student in the target language a la immersion and has the student talk back using as much of the target language as possible. Students are assigned a group of no more than six people.
It was one of the first methods that advocated for open dialogue, and allowed mistakes to happen. The learner is responsible for the learning process to take place in a more independent way. Swan suggests that CLT techniques often suggest prioritizing the "function" of a language what one can do with the language knowledge one has over the "structure" of a language the grammatical systems of the language.
Find someone who has a birthday in the same month as yours. As such, the aim of the Dogme approach to language teaching is to focus on real conversations about practical subjects, where communication is the engine of learning.
Another main role is that of being a needs analyst, when the teacher takes the responsibility for determining and responding to learner language needs. The time-table is filled in half-way, but some of the boxes are empty.
Before the communicate language method appear, the previous method is direct method which is the out come of a reaction against the previous method. According to Purenthe first foreign language learning is supposed to have happened through direct contact with foreign countries.
According to this, learners are believed to be directed by training techniques to produce correct responses.
Then, in the following paragraphs I will make a brief description of CLT focusing on language and learning theories and learner and teacher roles. According to Richards and Rodgersp.
Bax asserts that many researchers associate the use of CLT techniques with modernity and, therefore, the lack of CLT techniques as a lack of modernism.
In Britain, the introduction of comprehensive schoolswhich offered foreign-language study to all children rather than to the select few in the elite grammar schoolsgreatly increased the demand for language learning. Opinion sharing is a great way to get more introverted students to open up and share their opinions.
If the students have not been well prepared for the task at hand, then they will not communicate effectively. The fourth role of the teacher is acting as a counselor, exemplifying an effective communicator through the use of paraphrase, confirmation, and feedback.
There should be a stimulus from the teacher, a response — when the learner answers to the stimulus, and a reinforcement — that marks the response as being appropriate or inappropriate and encourages repetition.
Dialogs, if used, center around communicative functions and are not memorized, and language learning is learning to communicate, not just learning structures. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching.
The instructor gives each group the same task to complete. Vocabulary is emphasized over grammar. These methods assumed that students were aiming for mastery of the target language, and that students were willing to study for years before expecting to use the language in real life.
Teacher this developed new non — translational techniques. Moreover, the learner and teacher roles assume a very important function in CLT.Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.
Furthermore, with reference to the career impact, in the domestic attitude, there is a negative career impact for expatriates, the international method states a deficient impact for the domestic career, which is in contrast to the multinational and global approach, where it is considered important for the global career and essential for the.
Compare and contrast between the Audio-Lingual Method and Communicative Language Teaching - Free download as Word Doc .doc), PDF File .pdf), Text File .txt) or read online for free. Compare and contrast between the Audio-Lingual Method and Communicative Language Teaching on the basis of different issues related.5/5(33).
Communicative Language Teaching and Audio-Lingual Method: Definition 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.
Compare and contrast the Communicative Approach with the Audio-lingual Method from the point of view of teacher, the learner, the activities and types of materials used, and any underlying theory of language or learning. Discuss to what extent the Communicative Approach was an improvement over the Audio-lingual Method.
COMPARISON BETWEEN DIRECT METHOD. AND COMMUNICATIVE APPROACH. II Theory of Learning · Direct Method. ü Inductive learning is essential. There is direct relation between form and meaning.
ü Second learning is similar to first language acquisition there is a direct exposure to the target language exposure of long chunks in .Download