Question 4.

How is the role of a student in CLT different from that in the Audio –lingual
method ?

Answer. 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 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.

Question 2. How are Krashen and Vygotsky similar in their perceptions on SLA ?

Answer. When revisiting Krashen and Vygotsky , their philosophical view of language is viewed as a tool
that is best used when the individual feels that it is important, natural, and relevant to them in
Vygotsky’s view, the collaborative interaction of learners as part of a social system within the classroom
takes place between students who are MKOs (More Knowledgeable than Others), and their peers. The
cooperative learning with MKOs helps empower their peers to absorb new information, and to allow
learning to take place as a process.

Vygotsky theorizes that this process occurs within a student’s ZPD (Zone of Proximal Development) and
that the goal of the relationship between the MKOs and their peers is to extend the peers’ ZPD by
increasing the knowledge, and expanding their learning potential (Vygotsky, 1978). Concisely, both
Bandura and Vygotsky coincide in that the learner’s role within a society that invites the acquisition of
new behaviors and skills is the underlying motivator that enables the learning to occur.

This is how, whether cognitively, intra or inter psychologically, socially, or behaviorally, these theorists
embody the promotion of social change through the theoretical notions of learning and acquisition that
are promoted in their philosophical benchmarks.

Krashen’s theory of second language acquisition is one that combines social learning and cognitive
development. It agrees with Bandura in that language is a process that is learned through observation
and modeling. It does give importance to language as a social process that is necessary as a tool that
empowers psychological development through the use of cognitive abilities leading to changes in
behavior, which coincides with Chomsky, and Vygotsky as well. Language, therefore, is a two-fold
composite made of natural and monitor verbal codes, one is natural, and one is a monitor of the other.
Both codes are used simultaneously, and are equally important.

THIS IS WHAT I KNOW !!