COMPARATIVE ANALYSIS OF AUDIO-LINGUAL METHOD AND TASK-BASED LANGUAGE TEACHING
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Description
This article presents a comparative analysis of two prominent language teaching
methodologies: the Audio-Lingual Method (ALM) and Task-Based Language
Teaching (TBLT). While both approaches aim to enhance language acquisition, they
differ significantly in their underlying principles, techniques, and classroom
applications. This study examines key methodological aspects, including their
theoretical foundations, instructional strategies, learner engagement, and
effectiveness in promoting language proficiency among learners. The findings
suggest that while ALM focuses on repetition and memorization, TBLT emphasizes
meaningful communication through real-life tasks. The article concludes with
implications for language educators in selecting appropriate methodologies based on
learner needs.
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Additional details
Dates
- Issued
-
2025-04-15
References
- 1. Bygate, M., Skehan, P., Swain, M. (2001). Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Pearson Education. 2. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press. 3. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press. 4. Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press. 5. Richards, J.C., Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. 6. Samuda, V., Bygate, M. (2008). Tasks in Second Language Learning. Palgrave Macmillan. 7. Willis, J., Willis, D. (2007). Doing Task-Based Teaching. Oxford University Press.