scholarly journals Effectiveness of Grammar Translation Method and Communicative Language Teaching Approach on Students’ Achievement in English Grammar

2021 ◽  
Vol 5 (III) ◽  
pp. 235-248
Author(s):  
Uzma Kiran
Keyword(s):  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Translation Method ◽  
English Grammar ◽  
Grammar Translation Method

From Structures to Communicative

1987 ◽  
Vol 8 ◽  
pp. 14-29 ◽  
Author(s):  
A. P. R. Howatt
Keyword(s):  
Subject Matter ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Primary Objective ◽  
Structural Approach ◽  
Target Language ◽  
Translation Method ◽  
Linguistic Rules ◽  
Grammar Translation Method

Language teaching has traditionally adopted one of two complementary orientations towards its subject matter. It has either taken the view that language is a system and the primary objective of teaching must therefore be to insure that the system is mastered or it has taken the view that language is essentially a set of artifacts (texts and the like). System oriented language teaching (e. g., the grammar-translation method or the structural approach) has typically emphasized the generality of linguistic rules and attempted to describe and teach “the language as a whole,” whereas text-oriented approaches (such as, for instance, situational and communicative language teaching) have attempted to teach an appropriate sub-set of relevant texts which are taken to define “what the learner really needs.” The characteristic fault of system-based approaches. which explains how otherwise sane men were able to produce absurdities like “ The pen of my aunt is in the sporran of the Scotsman” [A good example of the genitive, my boy!] or pattern practices like “Are you English?” (cue: my brother) trained to fall victim to these little nonsenses, but what are the equivalent crimes of text-based language teaching? They are less easy to spot, but they generally take the form of “wasting police time.” If, as text-based teaching impliesm every text is potential grist to the learning mill, there is no reliable way of distinguishing between texts which are important because they stretch the learner's command of the target language and those which merely have been obvious.

scholarly journals University Teachers’ and Students’ Beliefs about Grammar Translation Method and Communicative Language Teaching in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Ruffia Jahanzaib ◽  
Muhammad Zeeshan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Future Research ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Grammar Translation Method ◽  
English Language Classrooms

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

Applying Communicative Language Teaching Principles to Biblical Hebrew Instruction

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Liza Lemmer
Keyword(s):  
Reading Fluency ◽  
Teaching Method ◽  
Language Teaching ◽  
Biblical Hebrew ◽  
Communicative Language Teaching ◽  
The Body ◽  
Translation Method ◽  
First Year ◽  
Teaching Principles ◽  
Grammar Translation Method

Biblical Hebrew (BH) has traditionally been taught using the so-called “grammar-translation” method. This method, however, has been shown to be ineffective in bringing most students to spoken or reading fluency. Communicative language teaching (CLT) has been the dominant teaching method of modern languages since the 1980s. In modern language teaching, spoken fluency is the primary goal of the language teaching. The goal of most students studying BH, however, is not spoken fluency, but reading with comprehension. The thesis of this article is threefold: 1) that CLT can be used to help students reach their goal of reading with comprehension, 2) that it can be implemented with success in a first-year classroom, and 3) that students find it more effective and enjoyable than the grammar-translation method. After a brief overview of the history of language teaching, the first part of the body of the article substantiates the claim that CLT is effective in helping students read with comprehension and not just speaking fluently. The second part shows how CLT can be implemented in a first-year classroom. The various techniques that we use in our curriculum are described in some theoretical detail, after which their application in the curriculum is described. Finally, we consider some feedback that we have received from students.

Do student-student interactions improve their language learning? A comparison between GTM and CLT approaches

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Reza Raissi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Translation Method ◽  
Control Group ◽  
Student Interactions ◽  
Grammar Translation Method

Nowadays most of the scholars in the field of foreign/ second language teaching emphasized on learner centered approaches of language teaching and replacing them by old ones. In this research, researcher examined two different teaching approaches which are very common in Iran where English considered as a foreign language, namely Communicative Language Teaching (CLT) and Grammar Translation Method (GTM). Two groups of thirty participants have been participated in this study namely control and treatment groups. Students of the treatment group have received the CLT instruction in which they had high amount of interaction in the considered classes during 14 weeks of the classes while students in the control group didn’t receive any interaction in the target language by implementing GTM approach. Pretest and delayed posttest have been used in this study for measuring student’s proficiency during the course instruction. Results of the experiment have been analyzed descriptively which shows that by implementing CLT among nonnative students, their general knowledge of English can be improved significantly. At the end of the research some useful pedagogical implications have been proposed by the researcher.   Keywords - Language teaching and learning, interaction hypothesis, Communicative Language Teaching, Grammar Translation Method, English as a Foreign Language.

scholarly journals On the Alternate Use and Complementation of Grammar: Translation Method and Communicative Language Teaching Method

2020 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Translation Method ◽  
Advantages And Disadvantages ◽  
Grammar Translation Method ◽  
Communicative Teaching ◽  
Organic Combination

Grammar-translation method and communicative language teaching method are the two most important methods of foreign language teaching at home and abroad, each of which holds its own advantages and disadvantages, and complements each other. The organic combination and alternate use of the grammar-translation method and communicative teaching method will help to improve the efficiency of foreign language teaching.

scholarly journals Literature in EFL/ESL Classroom

2011 ◽  
Vol 4 (1) ◽  
pp. 201 ◽  
Author(s):  
Mohammad Khatib ◽  
Saeed Rezaei ◽  
Ali Derakhshan
Keyword(s):  
Teaching Practice ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Teaching Material ◽  
Review Of Literature ◽  
Approaches To Teaching ◽  
Teaching Literature ◽  
The Past ◽  
Language Classes

This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

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