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References in periodicals archive ?
Finnochiaro and Brumfit (1983) in Richards and Rodgers (1986) give the following twenty-two (22) distinctive contrasting features of CLT and one of its predecessors, the Structural Audiolingual Method:
(9) The Audiolingual Method, aka "Army Method," comes after Grammar Translation and is based on a behaviorist methodology utilizing a lot of drills to form correct habits.
Similarly, while the teacher at Escuela Nogales fully understood the evidence supporting communicative pedagogy, he chose to use the "outdated" audiolingual method because that is what resonated with his students and best stimulated their learning.
Dentro de este grupo se encuentran Oral Method, Direct Method, Audiolingual Method, Suggestopedia y Natural Approach.
The audiolingual method, the bane of generations of language students from the 1940s through the 1970s, stressed learning through imitation and long sessions spent reciting disconnected sentences.
Following the success of the Army Special Training Programme (partly based on behaviourist learning principles) in WW II in teaching American soldiers foreign languages, the early fifties saw the development in US universities of a structural teaching approach which was to develop into the audiolingual method (See Brookes 1964).
Of course, as the communicative approach spread and prospered, other approaches were also introduced, including the task-based and audiolingual methods, though one feature shared by all is that the use of L1 in class is forbidden.
ERIC Descriptors: Language Teachers; Grammar Translation Method; Second Language Instruction; Second Language Learning; Communicative Competence (Languages); Audiolingual Methods; Pattern Drills (Language); Teaching Methods
The Prussian (Berlitz) Method and, later, the Direct and Audiolingual Methods redirected the principal proficiency-oriented goals from reading and writing to listening and speaking.