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In the classroom, lessons were often organized by grammatical structure and presented through short [[dialog]]s. 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{{fact}} 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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