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Thursday, February 14, 2013


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ELT : Audiolingual approach vs Cognitive approach

Audiolingual approach

1. Language: Language considered a collection of habits. Cognitive approach 1. Language: it is considered a highly integrated system of rules.

Audiolingual approach

2. Language Learning: FL learning is basically a mechanical process of habit formation. The student must be led through a series of stimulus-response situations in which response is immediately followed by reinforcement. Cognitive approach 2. Language Learning: FL learning is basically the comprehension of the rules of the language through which the student will be able to create sentences he has never heard before. Language is not the mere repetition of identical responses to previously met stimuli. Audiolingual approach 3. Aims in Language Teaching: The single paramount fact about language is the formation and performance of habits.

Cognitive approach

3. Aims in Language Teaching: the goal of language teaching is the development of linguistic competence.

Audiolingual approach

4. Comprehension and Production: depend on different sets of habits.

Cognitive approach

4. Comprehension and Production: the ultimate product of the language acquisition device (LAD) is an internalized system of rules which underlie both comprehension and production.

Audiolingual approach

5. Imitation and Memorization: both are necessary elements for the acquisition of habits.

Cognitive approach

5. Imitation and Memorization: they are non-synonymous with comprehension. Their use has to be carefully graded.

Audiolingual approach

6. Practice: students should be engaged in practiceduring most of the teaching time. Experience in linguistic stimuli situations is crucial to the language learning process. Language learning process is overlearning.

Cognitive approach

6. Practice: practice can only be done on patterns that have already been discovered. Practice for the sake of practice of other grammatical patterns is a waste of time. Perception of patterns and attempts of speaking by making hypotheses about language are more important for practice. Situations are a mere precondition for the activation of LAD. Overrepetition tends to weaken or cause a total lapse in meaning of the repeated word or sentence. Audiolingual approach

7. Drills and Repetition: Drills should be practiced by various techniques until control is achieved. Then a single grammatical statement of the principle involved can be made.

Cognitive approach

7. Drills and Repetition: The most important purpose of drilling techniques -when they are used- is to acquaint the student with rulesof the language. Audiolingual approach

8. Attitudes towards student’s mistakes: FL habits are formed most effectively by giving the right respose not by making mistakes.

Cognitive approach

8. Attitudes towards student’s mistakes: Students’ mistakes are considered a necessary and natural phenomenon, and a feature of the learner as he progresses in the second language.

Audiolingual approach

9. Language Skills: Mistakes should be corrected immediately.

Cognitive approach

9. Language Skills: It is unnecessary to correct the student if he has conveyed his meaning.

Audiolingual approach

10. Rules of Language: The sentences the students use should be grammatical from the very beginning.

Cognitive approach

10. Rules of Language: Semi-grammatical sentences should be accepted as a normal stage towards native-like competence. Exercises for enabling the students to distinguish between grammatical and semi-grammatical sentences should be included in any second language course.

Audiolingual approach

11. Meaning: Language is something you understand and say before it is something you read and write. This principle should be applied not only at the beginning but also at later levels. The ear and tongue are trained without use of the written language. The order of presentation and acquisition of the foreign language skills is understanding, speaking, reading and writing. Grammar rules are summaries of behaviour extrapolated inductively from language data and presented only after the student has acquired the linguistic behaviour that the rules characterize.

Meaning can be eliminated almost totally from the initial phase of language instruction. It is possible to teach the major patterns of the language without letting the student know what he is saying. Meaning can be given only after the student has gained complete and automatic control over the grammatical patterns. The level of manipulation of language elements that occur in fixed relationships should be the main concern of the teacher.

Cognitive approach

11. Meaning: Spoken and written language are distinct representation of the same basic language system. Practice in one should complement the other in learning the language with regard to skill development, each should have seperate attention. Any of the four skills can be given predominance according to the aim the teacher has in mind, so it might be possible to learn to read and write a language without first learning to hear and speak it. Grammar rules are the underlying representation of the surface structure strings. The teaching-learning process is geared towards the acquisition of these rules. Meaning should never be subordinated to the other considerations. Form without meaning is not language. Students should always be able to attach meaning to the words and forms he is saying. The level of manipulation and expression go together, the latter being justification for the teaching of a second language.

Audiolingual approach

12. Stimulus-Response and Language Acquisition Device: Language habits are not different in origin or character from any other sets of habits. The child is moulded by regularities and contingencies of the environment.

Cognitive approach

12. Stimulus-Response and Language Acquisition Device: LAD is highly specific to language learning. It does not have any formed resemblance to any other aspects of human functioning. The process of language learning is mainly determined by forces inside the child that he brings with him. (LAD)
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