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GTM CLT DM Alm

CLT shares some similarities with other language teaching methods like GTM, ALM, and DM in its use of various materials like books, audio, and visual aids as well as communicative techniques involving dialogues, conversations, and group work. However, CLT differs in focusing more on authentic language use, functional communication over grammatical accuracy, and facilitating students as active communicators rather than authorities. The role of the teacher is also distinct in CLT as a facilitator rather than director of the learning process.

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Châu Thy
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2K views

GTM CLT DM Alm

CLT shares some similarities with other language teaching methods like GTM, ALM, and DM in its use of various materials like books, audio, and visual aids as well as communicative techniques involving dialogues, conversations, and group work. However, CLT differs in focusing more on authentic language use, functional communication over grammatical accuracy, and facilitating students as active communicators rather than authorities. The role of the teacher is also distinct in CLT as a facilitator rather than director of the learning process.

Uploaded by

Châu Thy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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So sánh GTM và CLT

Similarities:
 Apply for high-intermediate level learners
Differences:
GTM (classic) CLT (latest)
Material Foreign literature + fine arts Authentic language
Pronunciation No attention Attention
Translation Yes No
Goal To read literature => to To communicate: form,
learn about grammar rules function, meaning
& vocab
To learn L1
Role of Teacher Authority Facilitator/ adviser/ co-
communicator
Role of Ss Ss: do as T says Communicators
Characteristics Translation Communicative intent
of Tea./Learn. Deductive grammar Comm.activities (3 features) +
Process Word lists authentic
Interaction T -> S: mostly T: facilitator of comm.
S -> S: little S: a great deal (pairs, triads,
S initiation: little small groups, whole group)
Feelings No Yes
View of L: literary language L: for comm => form,
language/culture C: literature & fine arts function, appropriacy
C: everyday lifestyle
Language Vocab + grammar Function > form
areas/skills R&W Discourse level
4 skills (L, S, R,W)
L1 Mostly used Judicious use
Evaluation Translation Integrative test
Qs about cul & gram
Errors Correct: important Errors: tolerated during
T supplies correct answer fluency-based activities

DM ALM

Goals To communicate in L2  To use L2 communicatively


to think in L2  to overlearn/use
automatically without
stopping to think
Role of T/Ss T directs activities T directs, controls, provides
Ss: less passive, more like model
partners Ss follow model
Level of learners Lower secondary Beginner

Theories Behaviorism Acquisition

Materials Reading passage about Dialog, conversations


history, geography, visual
aids
Characteristics of Communicate in L2 Dialog: imitation & repetition
T/Ss process Vocab in sentences  drills

Interaction T  Ss T  S (T initiates)
ST S – S (chain drill: T-directed)
SS
View of L: primarily spoken L: of different levels
Language/Culture Culture: history, geography, Culture: everyday behavior &
daily lives lifestyle
Language 4 skills, oral LSRW
areas/skills communication: basic
Pronunciation: attention Grammar > Vocab
Vocab > Grammar
Evaluation Ss are to used language Discrete-point test
Errors Self-correction Avoided at all cost

 Similarities:
- Feeling: no
- L1 is not allowed to use  no translation
- Inductive gram
- Teacher has accuracy pronunciation
- To help learners communicate
-
SIMILARITIES
CLT vs GTM:
- Materials: books
- Techniques: Vocabularies exercises
CLT vs ALM:
- Materials: books, audio, visuals, audio-visuals
-Techniques: Dialogues/ conversations , listening activities
- Student’s role: active learner
CLT vs DM:
- Same about Krashen’s hypotheses about Second Language Acquisition
- Support Chomsky’s theory about Universal Grammar
- Materials: books, audio, visuals, audio-visuals, authentic materials
- Techniques: Role-play, dialogues/conversations, reading and comprehensive
activities, games, oral presentations, pair and group work, listening activities
Student’s role: Active learner
Student’s mother tongue role: Student can use it as a support

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