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Date Posted: 04:24:58 04/11/07 Wed
Author: Clarissa Azeredo
Subject: Re: Task One Group Two
In reply to: Adriana 's message, "Task One Group Two" on 06:06:20 04/08/07 Sun

The contrasts between the Audiolingual Method and the Communicative Approach in the process of language teaching

“A perennial stimulus for change in language education has been a dissatisfaction with the results obtained by traditional methods” (Nuan 1999). Researches have shown that the communicative approach is been wide accepted in the teaching field. According to this theory, in the process of language teaching it is necessary to concentrate in providing students communicative proficiency rather than focus predominantly on students’ domination of structures. Since then, the contrast between the Audiolingual Method and the Communicative Approach in the process of teaching English as a second language was established.
The Audiolingual Method focus mainly on form and structures rather than meaning, the language learning is mainly the learning of structures. It requires from the students memorization of structure-based dialogues as well as presents drills as a central technique. The classes are teacher centered and language items are presented to the students without context. When it is given too much priority in the teaching of forms and structures, according to Swan (2002) the students “know the main rules, can pass tests, and may have the illusion that they know the language well. However, when it comes to using the language in practice, they discover that they lack vital elements…” That is, the students are not able to communicate fluently, to use language in their real world.
The Communicative Language Teaching, which begun in Britain in the late 1960s, when the theory underlying the Audiolingualism started to be rejected, presents the idea of language as communication. This approach differs from the audiolingual method in many aspects as: the predomination of meaning in the process of teaching, the focus on communicative functions in the dialogues, the important and vital role of contextualization, among others. Teachers in communicative classrooms will find themselves talking less and listening more--becoming active facilitators of their students' learning (Larsen-Freeman, 1986). These are some reasons for the wide acceptance of the Communicative Approach in the teaching field.
In conclusion, the main focus concerning language teaching would be provide students the opportunity of communicate, to allow them to use the language in the real world. Since a language is not just “a list of grammatical patterns and a collection of words”(Nunan, 1999), but a tool of communication, the purpose of the Communicative Approach is, through meaningful and contextualized situations, allow students to communicate through the language that is been taught.

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