🌸Name: Payal chudasama
🌸Sem: 3
🌸Batch: 2019-20
🌸Roll no: 16
🌸Submitted by: smt.Gardi Department of English MKBU
🌸Paper name :English language teaching - 1 (ELT)
🌸Course: M.A. English
🌸 Topic : Difference between CLT and ALM
🌸 Enrollment no: 2o69108420200005
🌸 Email I'd: chudasmapayal1997@gmail.com
☆ Introduction about CLT :
Communicative Language Teaching(CLT) methodologies does not provide an specific method or theory of language teaching, but rather an approach that prioritizes communication. Historically, those methodologies come from alternative methods and approaches from the 1970s and 80s; methods such as the Total Physical Response (TPR), Natural Approach, Silent Way and Suggestopedia contributed for the field of language teaching, incorporated in other methods.
CLT primary's goal is for learners to develop communicative competence, which, according to Brandl (2008), is the “ability to interpret and enact appropriate social behaviors, and it requires the active involvement of the learner in the production of the target language”. It also
☆involves the following abilities :
linguistic competence (knowledge of grammar and vocabulary)
sociolinguistic competence (ability to say the appropriate thing in a social situation)
discourse competence (ability to start, enter, contribute to, or end a conversation)
strategic competence (ability to communicate effectively and repair problems in communication)
CLT methodologies have in common the fact that they are based on activities that require exchanging information and solving problems, communication activities with “real-world” situations, and by taking into account the learner’s background, needs and goals.
Doughty and Long (2003) define a series of principles that can be used as a guideline for implementing CLT.
Using tasks as organizational principles has to do with the focus on meaning by giving learners “a purpose to use grammar in a meaning context” (p. 8). A task can be defined as an activity in class that involves learners interaction with language and focuses on meaning rather than form.
Promoting learning by doing refers to how new knowledge can be better retained in long-term memory if it is tied to world events and activities.
Input needs to be rich, since the learner needs to be exposed to the language from various sources to develop native-like language skills. That input, however, must be comprehensible to the students.
Input needs to be meaningful, comprehensible and elaborated. The assimilation of new knowledge heavily depends on how easily it can be attached to already existing knowledge.
Promoting cooperative and collaborative learning by pairing or grouping students together so that they can work cooperatively on a task. This practice promotes communicative interaction in the target language.
A focus on form approach emphasizes a form-meaning connection, teaching grammar through communicative contexts.
Providing error corrective feedback is important for the learner, but it is a long term process. It depends not only on how the teacher provides the feedbacks, but also on individual learner factors.
Finally, recognizing and respecting affective factors of learning is essential for teachers to understand and provide learners with an environment where they can feel motivated.
The fact that CLT does not provide a specific method or curriculum allows it for the inclusion of strategies from other theories and adapt them to its goals. It seems to me that having an eclectic approach to language teaching, especially if focused on real-life situations, is beneficial for both the teacher and the student, since it can also be adapted to different kinds of learners. However, as Brandl (2008) points out, the quality of the teaching also depends on the quality of the material, and the teacher needs to be able to identify what better suits their classroom.
☆What are the advantages and disadvantages of CLT? :
ADVANTAGES
Communicative approach is much more pupil-orientated, because it is based on pupils’ needs and interests.
Communicative approach seeks to personalise and localise language and adapt it to interests of pupils. Meaningful language is always more easily retained by learners.
Seeks to use authentic resources. And that is more interesting and motivating for children.
Children acquire grammar rules as a necessity to speak so is more proficient and efficient.
☆DISADVANTAGES
It pays insufficient attention to the context in which teaching and learning take place
The Communicative Approach often seems to be interpreted as: “if the teacher understands the student we have good .
communication” but native speakers of the target language can have great difficulty understanding students.
Another disadvantage is that the CLT approach focuses on fluency but not accuracy. The approach does not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems. Thus they may produce incoherent, grammatically incorrect sentences.
☆Teachers’ Role in the Communicative Language teaching:
The observation checklist was used to seek information on the teacher roles. There are roles spelt out for a teacher attempting to use the CLT approach in teaching listening and speaking. The major role of the teacher in a CLT classroom is to be a facilitator. In the study, the author sought to find out if in the Lugari classrooms the teachers acted as facilitators. This was on the assumption that the listening and speaking skills were taught using the CLT approach. The study, therefore, sought to establish whether the position of the teacher was at the centre or periphery. It was only in lesson 13 where there was an attempt towards a totally learner-centred activity. The teacher in this class had given group work out of class. The learners then came in to give their reports. Two groups reported their findings orally. The teacher introduced the lesson and asked the first speaker to take the floor.
☆ About ALM :
Around 1950s and 60s a new language teaching method became famous, it was the Audio-lingual method (ALM). This method was based on behaviorism, a theory originated in psychology. Brandl(2008, p.3) explains the ALM as follows:The underlying assumption of this philosophy was that, as Rivers (1964) put it, foreign language learning is basically a mechanical process of habit formation and automatization. In practice, this meant students were presented with language patterns and dialogues, which they had to mimic and memorize. Language practice by and large consisted of repetition of language patterns and drill exercises. Drill types included substitution drills, variation drills, translation drills, and response drills.
☆ Difference between CLT and ALM:
The audio lingual method, or the Army method, or also the New key, is the mode of language instruction based on behaviourist 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 untill 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 Grammer Translation and Audio Lingual Methods, where students were nott learning enough realistic, socially necessary language. Therefore they became interested in the development of communicative style teaching in the 1970s, focussing 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 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. ... Communicative Language Teaching (CLT) The Audio Lingual Method (ALM) Meaning is paramount.
☆ Conclusion:
The audio lingual method, or the Army method, or also the New key, is the mode of language instruction based on behaviourist ideology .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.
☆ work citation:
BRANDL, K. Principles of Communicative Language Teaching and Task-Based Instruction. In: Communicative Language Teaching in Action: Putting Principles to Work. Pearson, 2008.
Brandl, Klaus. Communicative Language Training in Action: putting principles to work.Pearson Prentice Hall, 2008.
Richard, Jack and Theodore Rodgers. 1986. Approaches and Methods in Language Teaching. New York: Cambridge University Press.
Harmer, Jeremy. The Practice of English Language Teaching. 3rd Edition. pg. 79-80. Essex: Pearson Education Ltd., 2001
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