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Philosophy and Goals:

 Grammar-Translation Method (GTM):
 Focuses on reading and writing
 Emphasizes the study of grammar rules and vocabulary.
 Primarily used for translating literature and texts.
 Audio-Lingual Method (ALM):
 Aims at developing oral communication skills.
 Relies on repetition and drills to
 Originally used for
 Communicative Language Teaching (CLT):
 Priorit
 Encourages interaction, problem-solving, and meaningful communication.
 Focuses on functional language skills.
2. Role of Grammar:
 GTM:
 Grammar is a central focus.
 Learners memorize rules and vocabulary.
 Errors are to be avoided.
 ALM:
 Grammar
 Fre
 Emphasis on
 CLT:
 Grammar is important but is taught in context.
 Errors are seen as a natural part of learning.
 Focus on using grammar for communication.
3. Use of L1 (First Language):
 GTM:
 L1 is often used for explanations and translation.
 ALM:
 L1 is generally avoided; it's all about target language use.
 CLT:
 L1 use depends on the classroom context but is generally discouraged in
favor of immersion.
4. Materials and Activities:
 GTM:
 Textbooks, literary texts, and written exercises are common.
 Translation exercises are a staple.
 ALM:
  Drills, dialogues, and pattern-based exercises are common.
 Minimal use of printed materials.
 CLT:
 Authentic materials, real-life situations, and role-play are used.
 Focus on communicative activities such as group discussions and
problem-solving tasks.
5. Teacher's Role:
 GTM:
 The teacher is often a transmitter of knowledge.
 Focuses on explanation and correction.
 ALM:
 The teacher is a model for pronunciation and language use.
 Corrects and guides students through drills.
 CLT:
 The teacher acts as a facilitator and encourages interaction.
 .
6. Assessment:
 GTM:
 Assessment typically involves written tests and translation exercises.
 Emphasis on grammar and vocabulary knowledge.
 ALM:
 Assessments often involve oral tests, listening comprehension, and pattern
production.
 Focus on accuracy in pronunciation and structure.
 CLT:
 Assessment includes both formative and summative methods.
 Emphasizes real-life communication and fluency.
7. Adaptability:
 GTM:
 Suitable for classical languages or for learners who need a strong
foundation in grammar and vocabulary.
 ALM:
 Well-suited for situations where oral communication is a priority and
drilling is acceptable.
 CLT:
 Adaptable to various languages and contexts, especially for learners who
want to use the language for practical purposes.
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