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METODA COMUNICATIV I METODA
AUDIO-LINGUAL

Prof. univ. dr. Maria Magdalena JIANU,
Universitatea Constantin Brncui din
Trgu-Jiu

Adela Mdlina ADAM,


Rezumat:
Aceast lucrare i propune s compare critic
metoda comunicativ (susinut de David Wilkins-1970) i
metoda audio-lingual (promovat de Charles Fries-
1947). Principiile fundamentale ale metodei comunicative
(bazat pe teoria limbajului innascut) i metoda audio-
lingual (bazat pe teoria behaviourist) sunt expuse i
examinate. Concluzia este c dei metoda audio-lingual
poate fi benefica n predarea pronuniei i n predarea
pentru nceptori, metoda comunicativ ar trebui adoptat
pentru deprinderea competenelor comunicative.
Cuvintele cheie prezente n acest articol sunt urmtoarele :
activiti de repetiie, activiti comunicative, conductor
de orchestr, monitor, resurs, teoria behaviorist.

Cuvinte cheie: metoda comunicativ, metoda audio-
lingual, teoria limbajului nnascut,

Metoda audio-lingual de predare a
limbii engleze a fost creat n timpul celui de-al
doilea rzboi mondial, fiind cunoscut i sub
numele de metoda armatei. A fost dezvoltat
ca o reacie mpotriva metodei de traducere
gramatical care predomina n predarea limbilor
strine. Metoda traducerii gramaticale fusese
utilizat de sute de ani, ns dura prea mult pn
cnd cei care nvau o limb strina s poat
realmente comunica n limba vizat. Metoda
audio-lingual era menit s ajute elevii s
deprind rapid competena comunicativ prin
tehnici inovative. Din 1947 pn n 1967,
metoda audio-lingual a fost metoda dominant
de predare a limbilor strine n Statele Unite ale
Americii.
Metoda audio-lingual se bazeaz pe
teoria conform creia nvarea unei limbi
straine const n formarea de obiceiuri. i are
originile n principiile teoriei behavioriste
enunate de Skinner. Pentru a nva o limb
THE COMMUNICATIVE APPROACH
AND THE AUDIO-LINGUAL METHOD

Prof. PhD Maria Magdalena JIANU,
Constantin Brncui University of Trgu-
Jiu

Adela Mdlina ADAM,


Abstract:
This paper is meant to compare critically the
communicative method (advocated by David Wilkins-
1970) and the audio-lingual method (pioneered by
Charles Fries-1947). The underlying principles of the
communicative approach (based on the innatist theory)
and of the audio-lingual method (based on the
behaviourist theory) are exposed and examined. The
conclusion is that while the audio-lingual method can
be beneficial for beginners or for teaching
pronunciation, the communicative method should be
preferred when acquiring communicative skills.
The key terms encountered throughout the present
article are: drilling activities, communicative activities,
orchestra leader, monitor, resource, behaviourist
theory.

Key words: the communicative approach, the audio-
lingual method, innatist theory,

The Audio-Lingual method of teaching
English as a second language had its origins
during World War II when it became known
as the Army method. It was developed as a
reaction to the grammar-translation method of
teaching foreign languages. Grammar-
translation had been used to teach for
thousands of years, but the method was
perceived as taking too long for learners to be
able to actually speak in the target language.
The Audio-Lingual method set out to achieve
quick communicative competence through
innovative methods. From about 1947-1967
the Audio-Lingual approach was the dominant
foreign language teaching method in the
United States. The Audio-Lingual method is
based on the theory that language learning is a
question of habit formation. It has its origins
in Skinners principles of behavior theory. In

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230
strin, elevii memoreaz dialoguri, repet dup
profesorul lor (care este un model pentru ei),
imit ceea ce aud cnd ascult casete, nlocuiesc
cuvinte n propoziii (repetarea prin substituie)
i transform propoziii (repetarea prin
transformare). Procesul de nvare este controlat
de ctre profesor care se comport ca un dirijor
de orchestr.
Critici ai metodei audio-linguale au
realizat c aceast insisten pe repetiie i
corectitudine nu ajutau elevii deloc s deprind
competene comunicative n limba strin vizat.
Din aceasta cauz au pus bazele metodei
comunicative de predare a limbilor strine care
se bazeaza pe funciile limbii i pe fluen
(coeren i coeziune). Naom Chomsky a
susinut c Limbajul nu const n formarea de
obiceiuri. Comportamentul linguistic const n
inovaie i n formarea unor propoziii i structuri
noi ce implic reguli de un nivel foarte nalt de
abstractizare i complexitate. Lingvistul David
Wilkins (1970) a simit c elevii nu invau
suficient limbaj autentic, realistic. Elevii nu stiau
cum s comunice utiliznd limbajul social i
gesturile adecvate situaiei de comunicare.
Studenii nu puteau comunica adaptndu-se la
cultura limbii studiate. De aceea, ntrebuinarea
de contexte reale n cadrul clasei care s
favorizeze comunicarea real i autentic a
elevilor, a devenit foarte popular n anul 1970.
n anii care au urmat, metoda comunicativ a
fost adaptat pentru nivelul elementar,
intermediar, secundar i post-secundar, din ea
dezvoltndu-se totodat i alte metode de
predare cunoscute sub o varietate de nume
precum: predare pentru performan, instruire
bazat pe performan i predarea comunicativ.
Una dintre ideile principale ale
metodei comunicative este conceptul de
ntrebuinare a limbii. n loc s se concentreze
numai pe acurateea gramatical, predarea limbii
strine ar trebui s se concentreze de asemenea
pe funciile comunicative pe care oamenii le
ndeplinesc folosind limba i pe registrul care
trebuie adoptat pentru a spune diferite lucruri.
Astfel, profesorii de limbi strine i-au invat pe
elevi cum s invite, s-i cear scuze, s-i
exprime acordul sau dezacordul, s fac
order to acquire the target language, the
students memorise dialogues, repeat after their
teacher (who is a model), immitate what they
hear on tapes, substitute words in a
sentence(substitution drills) and transform
sentences(transformation drills).The process of
learning is highly controlled by the teacher
who behaves like an orchestra leader.
Critics of the Audio-Lingual Method
realized that this over emphasis on repetition
and accuracy did not help students to achieve
communicative competence in the target
language and set the basis of the
Communicative Language Teaching which
focuses on language functions and on fluency
(coherence and cohesion).Noam Chomsky
argued that "Language is not a habit structure.
Ordinary linguistic behavior characteristically
involves innovation, formation of new
sentences and patterns in accordance with
rules of great abstractness and intricacy".
Linguists such as David Wilkins (1970) felt
that students were not learning enough
realistic, whole language. They did not know
how to communicate using appropriate social
language, gestures, or expressions. Students
were at a loss to communicate in the culture of
the language studied. Authentic language use
and classroom exchanges where students
engaged in real communication with one
another became quite popular in 1970. During
the following years, the communicative
approach has been adapted to the elementary,
middle, secondary, and post-secondary levels,
and the underlying philosophy has spawned
different teaching methods known under a
variety of names, including teaching for
proficiency, proficiency-based instruction, and
communicative language teaching.
One of the paramount things that CLT
embraces is the concept of how language is
used. Instead of concentrating solely on
grammar, language teaching should
concentrate also on the communicative
functions that people perform with the
language and on how it is appropriate to say
certain things. Thus, communicative language
teachers taught people how to invite,

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predicii, etc i n acelai timp s-au asigurat c
elevii lor tiu cnd i cum s foloseasc
structurile aferente limbii studiate. Metoda
comunicativ este bazat pe ideea c dac elevii
sunt implicai n activiti semnificative, atunci
deprinderea limbii vizate se va ntmpla
automat. De aceea, activitile comunicative
implic elevii n comunicarea real i
ntrebuineaz materiale autentice. Asumarea de
roluri i simularea au devenit foarte populare n
metoda comunicativ.
Metoda comunicativ s-a dovedit mult
mai eficient i de success dect metoda audio-
lingual pentru c ncorporeaz toate cele patru
competene lingvistice: competena gramatical,
de discurs, socio-lingvistic i strategic. Spre
deosebire de metoda audio-lingual, care-i
nva pe elevi cu precdere structurile
gramaticale, metoda comunicativ i nva pe
elevi structurile gramaticale, structurile de
vocabular, funciile acestora i i ajut pe acetia
s foloseasc aceste structuri i nelesuri ntr-un
mod adecvat situaiilor reale. n cadrul metodei
comunicative, elevii nu mai inva despre limb
, ci ncep s utilizeze acea limb. Ei trebuie s
fac fa unei game diferite de situaii (trebuie s
cumpere un bilet, s fac o plngere n legtur
cu un produs cumprat, s i mulumeasc unei
persoane, s dezbat subiecte interesante i
importante, s prezic evenimente viitoare, s i
dovedeasc calitile persuasive, etc) , i asum
roluri i se adapteaz situaiilor specifice acelor
roluri. Ei trebuie s aleag dintr-o varietate de
forme, acele forme care sunt adecvate s
transmit inteniile i ideile lor. Pe msur ce
studenii i exprim propriile preri i idei n
limba strin vizat, ei reuesc s integreze aceea
limb n cadrul personalitii lor i devin din ce
n ce mai siguri i mai ncreztori.
Rolurile elevilor i ale profesorului fac
ca metoda comunicativ s fie mult mai
eficient dect metoda audio-lingual. Se
remarc trecerea de la lecia centrat pe profesor,
specific metodei audio-linguale la lecia
centrat pe elev, specific metodei
comunicative. n cadrul metodei comunicative,
sentimentele i nevoile elevului sunt
primordiale. Elevii sunt mult mai motivai
apologize, agree, disagree, predict and at the
same time they made sure that their students
knew when to use and how to use the
structures of the target language.The belief
underlying CLT lies in the fact that if students
are involved in meaning-focused
communicative task, then the language
learning takes care of itself. That is why
activities in CLT typically involve students in
real life (realistic) communication and use
authentic materials. Role-play and simulation
have become very popular in CLT.
The CA proved far more efficient and
successful than the ALM because it focused
on all four linguistic competences
(grammatical, discourse, socio-linguistic, and
strategic competence).Unlike the ALM who
teaches students mainly grammatical
structures, the CA teaches students
grammatical structures, vocabulary structures,
their functions and enables them to use the
structures and the meanings appropriately in
real life situations.In the CA, students stop
learning about language and start using the
target language. They are faced with different
contexts (having to buy a ticket, complaining
about a product bought from a certain firm,
thanking a person, debating over the death
punishment, predicting future events,
persuading people, etc) and they have to
assume roles and adapt both to those roles and
situations. They have to choose from a variety
of forms, the ones that are adequate to convey
their intentions and beliefs. As students
express their own beliefs and ideas in the
target language, they manage to integrate the
target language with their personality and they
grow more confident.
The role of the students and the teacher
makes the CA much more efficient than the
ALM. It is a passage from the teacher-centered
(teacher controlled) class from the ALM to the
student-centered class from the CA. In the CA,
the students needs and feelings are catered
for. The students are much more motivated
both because they feel that they are learning
something useful and because they are active
managers (tools) in their own process of

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deoarece ei simt c nva ceva util, aplicabil i
pentru c ei sunt manageri activi n procesul de
predare-nvare.Elevii i folosesc inteligena i
intuiia n procesul de descoperire a structurilor
gramaticale (descoperire ghidat pas cu pas de
ctre profesor) i n corectarea greelilor pe care
le svresc. Ei se simt siguri i ncreztori cnd
utilizeaz limba strin deoarece au parte de o
cantitate suficient de practic controlat urmat
ndeaproape de practica libera. Practica libera,
cnd elevii nu mai sunt corectai de ctre
profesor, i face pe acetia s realizeze c pot fi
independeni n comunicarea ntr-o anumit
limb strin. Astfel, profesorul faciliteaz
procesul de nvare introducnd activiti care
promoveaz comunicarea. El este totodat i
resursa, rspunznd ntrebrilor elevilor pe
parcursul activitilor comunicative (activitiile
comunicative implic o lips de informaie,
alegere i evaluare). Profesorul monitorizeaz
ndeaproape elevii, plimbndu-se prin clas,
fiind atent la greelile care se fac i asigurndu-
se c fiecare elev face ceea ce i s-a cerut.
n cadrul metodei audio-linguale, elevii
beneficiaz numai de practica controlat i de
repetiie. ntreaga or, elevii repet structurile
gramaticale pe care le rostete profesorul sau pe
care le aud pe casete audio, formndu-i
obiceiuri i comunicnd ntr-un mod necreativ
i neproductiv. Inteligena, creativitatea i
intuiia elevilor nu sunt deloc valorificate n
cadrul metodei audio-linguale. Metoda audio-
lingual i propune s-i fac pe elevii s
rspund n mod prompt n limba strin vizat,
ns reuete s-i fac pe acetia incapabili s
fac fa situaiilor reale. Metoda audio-lingual
uit s se ngrijeasc de ncrederea elevilor i s-i
transforme pe acetia n adevrai comunicatori.
Dialogurile utilizate de metoda audio-lingual
sunt autentice, ns practica ce pornete de la
acestea este de parte de a fi realist sau
semnificativ. Elevii interactioneaz doar cu
profesorul care este dirijorul orchestrei.
Activitile din cadrul metodei
comunicative sunt semnificative i promoveaz
cu adevarat comunicarea spre deosebire de
activitile mimetice care definesc metoda
audio-lingual. Pentru a fi cu adevrat
learning. They are made to use their
intelligence and intuition about the language
whenever they discover grammatical
structures guided by the teacher or whenever
the teacher corrects mistakes by eliciting the
correct answer from them. They feel confident
about the target language also because they
have a sufficient amount of controlled practice
followed by a great amount of free practice.
The free practice, when they are not corrected
any longer, makes them realize that they can
be independent in their communication in the
target language. Thus, the teacher is a
facilitator who introduces activities that
promote communication. He is also a
resource, answering the students questions
during these communicative activities
(activities that are always founded on an
information gap, a choice and a feedback).The
teacher is also a monitor because walks
through the class and pays attention to the
error that are made and makes sure that
everyone does what he is required to do.
In contrast, In the ALM, the students
benefit only from controlled practice and
only from a certain type of practice, namely
drilling. All throughout the class, the students
repeat after the teacher and tapes target
structures, forming habits and communicating
in an unprolific and uncreative manner. Their
intelligence, creativity and language intuition
are not valued in the ALM. ALM aims to
make students communicate in the target
language quickly, without thinking but renders
them incapable to cope with real life situation.
ALM forgets to busy itself with the business
of making students confident about the target
language, of making them true
communicators. The dialogues offered by the
ALM are real-like but the practice based on
these authentic materials fails to be
meaningful. Students interact almost only with
the teacher who is like an orchestra controller.
Activities in the CA are meaningful
and truly communicative unlike the drilling
activities with a focus on repetition. To be
truly communicative, activities in CA (games,
problem-solving tasks, role-plays) have an

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comunicative, activitile din abordarea
comunicativ (jocuri, activiti de rezolvare a
problemelor, asumri de roluri) au la baz o lips
de informaie. Elevii sunt nevoii s adopte
vocabularul i structurile gramaticale necesare
pentru a afla de le ceilali elevi informaiile ce lor
le lipsesc. Dac elevii au folosit sau nu formele
lingvistice adecvate pentru a obine informaiile
ce le lipsesc este transparent din rspunsul
colegiilor lor. Evaluarea fcut de ctre colegi
este imediat i elocvent. Dac unul dintre
interlocutori nu a neles scopul celuilalt,
nseamn c nu au comunicat eficient i ei
trebuie s ncerce s comunice din nou.
Vorbitorul are avantajul c poate s aleag ce s
spun i cum s spun. Aceeai funcie poate fi
ndeplinit de diferite forme aparinnd unor
registre diferite i vorbitorul trebuie s aleag
formele care sunt relevante situaiei de
comunicare actuale. Activitile prin care elevii
ajung la punct comun, dezbaterile pe teme
actuale i controversate, crearea de poveti, se
dovedesc a fi foarte antrenante i provocatoare
pentru elevi. Nu numai c elevilor le plac astfel
de activiti comunicative, dar ei i nva
eficient iar cunotintele dobndite astfel nu sunt
predispuse uitrii. Pe de alt parte, memorarea
specific metodei audio-linguale nu este nici
provocatoare, nici eficient. Chiar mai mult,
nvatul pe de rost nereprezentnd un exercitiu
viabil, cunotinele acumulate vor fi uitate cu
uurin.
n cadrul metodei comunicative, elevii
i exerseaz toate cele patru competene
generale n timp ce metoda audio-lingual se
bazeaz doar pe ascultat.Abordarea
comunicativ vede funciile mai importante
dect formele limbii, n timp ce metoda audio-
lingual acorda importan doar structurilor
gramaticale. Evaluarea elevilor n cadrul
abordrii comunicative cuprinde att acurateea
ct i fluena limbii. Profesorul l evalueaz
informal pe elev, l sftuiete i l ndrum.
Pentru evaluarea formal, profesorul utilizeaz
teste comunicative. Greelile de form sunt
tolerate i privite ca urmare natural a dezvoltrii
competenelor comunicative, a fluenei.
Profesorul care adopt metoda audio-lingual
information gap. Some students know the
information that other students do not know
and the ones unaware of this information have
to adapt their language to find it out. Whether
they have used the adequate linguistic forms to
complete that information gap is transparent in
the colleagues feedback. Their feedback is
immediate and eloquent. If ones partner has
not understood the intent of the other, then
they have not communicated efficiently and
they have to try to communicate again. The
speaker has the advantage that he can choose
what to say and how to say it. The same
function may be rendered by different forms
pertaining to different register and the speaker
has to choose the forms that are relevant and
adequate for the situation of communication
he is facing. Having to reach a consensus, to
debate over an important topic or to create a
story proves to be very challenging and
entertaining for students. Not only that the
students enjoy this type of communicative
language but they also learn efficiently and the
knowledge they acquire is unlikely to be
forgotten. On the other hand, memorizing
(from the ALM) is neither challenging, nor
efficient. Furthermore, learning by heart is
predisposed to oblivion because it does
represent meaningful practice.
While in the CA, students work from
the very beginning on all four skills, in ALM
only the listening skill is emphasized. In CA,
language functions are emphasized over forms
whereas in ALM, only grammatical structures
are seen as important. The evaluation of the
students in the CA comprises of both their
language accuracy and their language fluency.
The teacher informally evaluates and advises
his students. For more formal evaluation, the
teacher uses communicative tests. Errors of
form are tolerated and seen as a natural
outcome of the development of the
communication skills. Contrastively, the
teacher in ALM anticipates and does not
teach certain aspects of the language that
can generate errors. Every error is corrected
immediately by the teacher.
All in all, while certain drills may

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anticipeaz eventualele greeli ale elevilor i nu
pred anumite aspecte ale limbii care ar putea
genera greeli. Orice greeal este corectat
prompt de ctre profesor.
n concluzie, dei anumite exerciii de
repetiie se pot dovedi utile n predarea
pronuniei sau n predarea pentru nceptori,
metoda audio-lingual nu are eficiena dovedit
de metoda comunicativ n formarea
competenelor generale. Limba strina trebuie
privit ca un vehicul pentru comunicare iar elevii
nu trebuie doar s nvee despre aceasta ci i s
comunice utiliznd-o. Metoda comunicativ, cu
ajutorul tehnicilor, procedurilor specifice i al
materialelor autentice, reuete s provoace
elevii i s-i valorifice. Profesorul coboar de
la catedr i vine n mijlocul elevilor ajutndu-i
s vorbeasc, monitorizndu-i i sftuindu-i. El
nu mai deine controlul absolut aa cum face
profesorul care adopt metoda audio-lingual,
ns le ofer elevilor mediul i libertatea de a
dezvolta i utiliza limba studiat. Elevii, sftuii
ndeaproape de ctre profesorul care le
faciliteaz cunotinele, i ctig prin propriul
efort ncrederea n a utiliza limba strina vizat.
Ei ajung treptat la etapa n care personalitatea lor
ncorporeaz limba strina nvat. Prin
activiti comunicative, elevii devin vorbitori de
limb strin independeni.

Bibliografie:

1. Harmer, Jeremy, Practica nvrii n limba
englez, Editura Cambridge: Pearson Longman

2. Lightbown & Spada, Cum se nva limbajele,
Editura New York: Oxford University Press,
2006
3. Parrot, Martin, Gramatica pentru profesorii
de limba englez, Editura Cambridge:
Cambridge University Press, 2000
4. Scrivener, Jim, nvarea predrii: ghid
pentru profesorii de limba englez, Editura
Macmillan, 2005
5. Yule, George, Explicarea gramaticii engleze,
Editura Oxford University Press, 2009
prove to be successful in teaching
pronunciation or in teaching beginners, the
ALM is not as efficient, as complex and as
thorough as the CA in teaching students
communicative skills. Language should be
viewed as a vehicle for communication and
students should not learn about the target
language but perform in that specific target
language. The CA with the help of all its
techniques, procedures and authentic materials
ensures that the students are challenged and
valued. The teacher comes among the students
and allows the student to speak, monitoring
and advising them. He is no longer the full
controller of the activities as in the ALM and
therefore, he provides the students with the
place and the freedom to develop and use
language. The students, closely advised by
their teacher who facilitates knowledge, earn
with their own effort their confidence in the
target language. They ultimately reach the
stage where they incorporate the target
language with their personality. Through
communicative activities, the students become
independent communicators of the target
language.


Bibliography:

1. Harmer, Jeremy. 2006. The Practice of
English Language Teaching. Cambridge:
Pearson Longman.
2. Lightbown & Spada. 2006. How Languages
are Learned. New York: Oxford University
Press.
3. Parrot, Martin. 2000. Grammar for English
Language Teachers. Cambridge: Cambridge
University Press.
4. Scrivener, Jim. 2005.Learning Teaching: A
guidebook for English language teachers. UK:
Macmillan.
5. Yule, George. 2009. Explaining English
Grammar. New York: Oxford University
Press.