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GTM CLT DM Alm
GTM CLT DM Alm
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
Interaction T Ss T S (T initiates)
ST S – S (chain drill: T-directed)
SS
View of L: primarily spoken L: of different levels
Language/Culture Culture: history, geography, Culture: everyday behavior &
daily lives lifestyle
Language 4 skills, oral LSRW
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