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RESEARCH STUDY - ASSIGNMENT (QNS.1)

Role of a student in CLT different from that in the Audio-lingual method
 Communicative language teaching (CLT) is also referred to as
the communicative approach, which entails teaching language through
communication. This approach to teaching language frames communication as
both a goal and a method for English language learners (ELLs) whose first
language is not English.
 Communicative language teaching prioritizes developing students'
communication and interaction skills.
 This ensures that students can communicate effectively and confidently in real-
life situations through student-to-student interaction and student-to-teacher
interaction.
 CLT essentially aims to have students learn a new language by actually using
the language to communicate with those around them.

Features of Communicative Approach

 There are various features to the communicative language teaching approach,

including the integration of reading, writing, and speaking.
 For example, a teacher may ask students to watch a video and then write
a one to two sentence opinion about the video on the board. Students will
then read each other's opinions and discuss how they felt about what they
watched. This allows for multiple skills to be practiced at once, which is
beneficial to a student's ability to communicate effectively with others.
 CLT also uses groups or pairs for activities, which allows for collaboration
to be instilled in the language-learning classroom. Group work or work in
 pairs allows for students to discuss, practice, and master material without
feeling isolated in the process of learning a new language.
 Often times, students who work together will feel more comfortable
practicing fluency over the mistakes they make in their grammar. This
ensures that students are on the road to becoming fluent in the new
language through collaboration, where students may learn from one
another and work together.
 The communicative approach uses tools, and technology for a personalized
learning approach as well. Each student learns differently and has different
interests, so through CLT, teachers can make learning more individualized
to best meet the needs of their students.
 For example, students may enjoy talking about sports or popular culture,
so the teacher may ask students to discuss those areas with one another
through multiple activities, such as role-playing real-life scenarios, group
discussion or pair discussion, among other various activities that
encourage collaboration.

Examples of Communicative Approach Activities in the Classroom

Role-playing:

 It is an effective activity that is often used in the CLT classroom. For example,
some students may love shopping, so the teacher decides that they should
discuss their love of shopping through a role-playing activity. One student will
act as the cashier while the other will act as the customer.
 Through this role-playing activity, the two students can have a conversation that
one may often hear between cashiers and customers in real life, such as being
asked how the weather is, how their day is going, what brings them into the
store, and so much more.

Interviews:

 It is of great way to use CLT in the classroom. For example, students may be
put into a group together and asked to interview each other about their
 interests, such as what hobby is their favorite. The teacher may then ask
students to relay the information they learned from each peer by giving a
summary of the other student's favorite hobby and why it is their favorite.
 This allows for students to repeat the information they heard but also work
together in an informal, low-stakes manner that does not make them feel like
they are learning on their own.

Group discussions and pair discussions:

 Group discussions and pair discussions are effective ways to prioritize student-
to-student interaction, which creates a more open and safe atmosphere. When
students are listening to a teacher give a lecture, they may not retain that
information as much as they would if they were asked to put their skills to
practice in a low-stakes way, such as through group discussion.
 When students have their mistakes pointed out, such as grammatical
mistakes they made on a worksheet, they may feel like they alone are not
capable of learning. When put in groups or asked to practice the language with
others, they might see that they are not alone in the process of learning a new
language.

How the role of role of a student in CLT different from that in the Audio-
lingual method

The Audio-Lingual Method or the Army Method

It is a method of instruction used in teaching international languages. It is based

on behaviorist theory, which pretends those specific characteristics of living things,
and people could be encouraged through a method of reinforcement whereby the
accurate use of a trait would accept assertive feedback while wrong application of that
trait would accept contradictory feedback.

Communicative Language Teaching:

It is an approach to the instruction of second and foreign communications that

indicates communication as both the centers and the concluding goal of studying a
language. It is also designated as “communicative strategy to the instruction of
foreign languages” or solely the “Communicative Approach”.

There are differences within communicative language teaching and audio-lingual

methods in courses of the positions of teacher and learner

 In the audio-lingual approach, the teacher’s role is central and dynamic; it is

a teacher-dominated program.
 The teacher guides the target communication controls the administration and
pace of training, and counselors and corrects the students’ accomplishment.
 Language learning is perceived to result from effective verbal communication
among teachers and learners.
 On the other hand, in communicative language instruction, the learner
performs the fundamental role and the teacher acts as an arbitrator.
 The focus of ALM is to get the speech at a native level, with the focus on
pronunciation, stress and rhythm (fluency) whereas CLT focuses on
communication comprehension (accuracy).
 ALM requires the students to carefully avoid their errors as they are learning
a set of habits. Whereas in CLT errors are overlooked as it considered to be
part of their development.
 The desired goal for each method differs, with CLT aiming for communicative
competence and ALM aiming for linguistic competence.
 Communicative language and audio-lingual student roles are affected by the
difference of teaching methods, altering the expectations of the students.
 ALM does not allow translation in their practices, especially in early levels but
in CLT, translation may be used if it is beneficial for the student.
 They can’t use their native language in ALM but this is not the same case for
CLT as communicating in the second language is only encouraged.
 Students aren’t required to read or write till their speech is mastered in ALM.
However, CLT it can start from the first day.

Students can play a major role in identifying and applying the best practice of
use of CLT and ALM during any situation with the following key parameters.

Parameters Communicative Language Audio Lingual Methods

 Teaching
Meaning and structure Meaning is paramount. Attends to structure and
form more than meaning.
Context Contextualization is a basic Language items are not
premise.   necessarily contextualized.
Learning objectives Language learning is Language Learning is
learning to communicate. learning structures, sounds
or words.
Goal Effective communication is Mastery or "overlearning" is
sought. sought.
Drilling Drilling may occur, but Drilling is a central
peripherally. technique.
Pronunciation Comprehensible Native-speaker-like
pronunciation is sought. pronunciation is sought.
Grammatical explanation Any device which helps the Grammatical explanation is
learners is accepted - avoided.
varying according to their
age, interest, etc.
STAGE OF Attempts to communicate Communicative activities
COMMUNICATIVE may be encouraged from the only come after a long
ACTIVITIES very beginning. process of rigid drills and
exercises.
Native language Judicious use of native The use of the learners'
language is accepted where native language is forbidden.
feasible.
Translation Translation may be used Translation is forbidden at
where learners need or early levels.
benefit from it.
Reading and writing Reading and writing can Reading and writing are
start from the first day, if deferred until speech is
desired. mastered.
Teaching Patterns The target linguistic system The target linguistic system
will be learned best through will be learned through the
the process of struggling to overt teaching of the
communicate. patterns of the system.
Competence Communicative competence Linguistic competence is the
is the desired goal. desired goal.

Language variation Linguistic variation is a Varieties of language are

central concept in materials recognized but not
and methods. emphasized.

Sequencing Sequencing is determined by The sequence of units is

any consideration of content determined solely on
function, or meaning which principles of linguistic
maintains interest. complexity.  
Error Language is created by the "Language is habit" so error
individual often through trial must be prevented at all
and error. costs.

Accuracy Fluency and acceptable Accuracy, in terms of formal

language is the primary correctness, is a primary
goal: accuracy is judged not goal.
in the abstract but in
context.
Intrinsic motivation Intrinsic motivation will Intrinsic motivation will
spring from an interest in spring from an interest in
what is being communicated the structure of the
by the language. language. 
Teacher's function Teachers help learners in The teacher controls the
any way that motivates learners and prevents them
them to work with the from doing anything that
language. conflict with the theory.

Interaction Learners are expected to Learners are expected to

interact with other people, interact with the language
either in the flesh, through system, embodied in
pair and group work, or in machines or controlled
their writings. materials.
Learner Language The teacher cannot know The teacher is expected to
exactly what language the specify the language that
learners will use. learners are to use.
Teachers' responsibility The teachers assume a The teachers have no
 responsibility for determining responsibility to determine
and responding to learner's learner's language need.
language need.

Some more points of Role of a student in CLT different from that in the Audio-
lingual method

 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 an 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.
CONCLUSION:

The Communicative Language Learning approach is a product created in

response to the need of appropriate approach in language teaching process. By
understanding the definition, the characteristic and the emergence factors of CLT in
ELT, hopefully this approach could meet the English learners’ needs. However, the
knowledge of methods/approaches in ELT helps the English language teachers expand
their repertoire of techniques in teaching. In this process of finding the best
method/approach in their ELT class, teachers of English will gain additional avenue for
professional growth.

Obviously, some teachers will consolidate their position in ELT, not by

entertaining new principles, but rather by trying out the best method/approach for
their students. In contrast, judging from its criticisms and problems implementation in
classroom, some new approaches, such as Task-Based Language Learning (TBLL) and
Computer Assisted Language Learning (CALL) are establish to the new direction in
English Language Teaching. Educators and linguists always evolve to find appropriate
approach according to the time.

This led to proposals for the organization of syllabuses in terms of functions and
notions rather than grammatical structures. Later the focus shifted to procedures for
identifying learners’ communicative needs and this resulted in proposals to make
needs analysis an essential component of communicative methodology. At the same
time, methodologists focused on the kinds of classroom activities that could be used to
implement a communicative approach, such as group work, task work, and
information-gap activities.

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