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Historically, CLT has been seen as a response to the [[Audio-Lingual Method]] (ALM), and as an extension or development of the [[Notional-Functional Syllabus]].
''''''Bold text'''===The Audio-Lingual Method===
The Audio-Lingual Method (ALM) arose as a direct result of the need for foreign language proficiency in listening and speaking skills during and after [[World War II]]. It is closely tied to [[behaviorism]], and thus made drilling, repetition, and habit-formation central elements of instruction. Proponents of ALM felt that this emphasis on repetition necessitated a corollary emphasis on accuracy, claiming that continual repetition of errors would lead to the fixed acquisition of incorrect structures and non-standard pronunciation.
In the classroom, lessons were often organized by grammatical structure and presented through short dialogs. Often, students listened repeatedly to recordings of conversations (for example, in the [[language lab]] ) and focused on accurately mimicking the pronunciation and grammatical structures in these dialogs.
Critics of ALM asserted that this over-emphasis on repetition and accuracy ultimately did not help students achieve communicative competence in the target language. They looked for new ways to present and organize language instruction, and advocated the notional functional syllabus, and eventually CLT as the most effective way to teach second and foreign languages.'''
===The Notional Functional Syllabus===
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