1. Compare and contrast the key features of AL and CLT approach
Audio-lingual approach Communicative teaching language approach
Approach Nature of language - Structural view
- Language: a system of structural phonological, grammatical and lexical patterns to express the functional meanings - Functional view
- Language: a medium for social interaction and communication
Nature of language learning Behaviorism – Habit formation via over-learning Learners’ engagement in authentic and meaningful task to promote language learning. (the learning process is influenced by linguistic, social, cognitive and individual factors)
Design Objectives - Focus on positive habit of language response
- Start to focus on fluency (meaning)
-Start to focus on oral competence - Focus on learners’ communicative competences development ( including linguistic competence , actional competence, discourse competence, socio-cultural competence and strategic competence)
- Focus on both accuracy(form) and fluency (meaning) (Fluency is more important than accuracy)
Syllabus-content and its organization - Linguistic functions = teaching units;
- Sequence = ascending difficulty/complexity;
- Teaching materials = dialogues
- The teaching content is organized functionally.
- Content: relevant to learner’s need/ level and learning styles/strategies.
-The teaching content would normally be organized:
- functionally;
- notionally (theme-based);
- in a task-based manner;
- Or with combination of two or all above
Common activities - The only form of activities in the lesson follows these steps:
1. Exposure to L2 phonological sample in dialogues
2. Exposure to Teacher’s modeling
3. Imitation and drills;
4. Habit formation;
5. Inductive and implicit learning o...
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...sult when they are in a team or group because of interpersonal relationship.
- Impulsive learners: Students pay more attention to fluency than to accuracy in speaking, which causes more mistakes.
In CLT approach, students have the opportunities to
- Access with interesting and meaningful materials, such as linguistic games, role plays, and problem solving materials which help them improve their ability in discover the details themselves.
- Communicate with each other in the classroom, have prominence to work in group.
- Have positive attitudes towards mistakes and learning from mistakes which helps them maintain both fluency and accuracy.
Reference:
To, T.T., Nguyen, M.H.T, & Nguyen, T.M.T. (Eds.). (2011). An Introduction to Language Teaching Methods. Hanoi: Vietnam National University
http://www.teachingenglish.org.uk/knowledge-database/field-dependent-learners
First, a brief background in the three dimensions of language discussed throughout this paper. The functional, semantic, or thematic dimensions of language as previously mentioned are often used in parallel with each other. Due, to this fact it is important to be able to identify them as they take place and differentiate between these dimensions i...
... a point of reference in future practice and implement communicational skills which have been learned while doing this essay.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
Language, according to Owens (2012, p. 6), “can be defined as a socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols”. Language is thought to be a complex system; however, it can be broken down into three different components. These three components consist of content, form, and use. Within these three components, language has five main components which includes semantics, morphology, phonology, syntax, and pragmatics (Owens, 2012, p. 18).
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Paul, David. (2003). Teaching English to Children in Asia. Hong Kong: Pearson Education North Asia Limited.
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
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