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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]].
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.
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