A COMPARATIVE STUDY OF GRAMMAR-TRANSLATION METHOD AND COMMUNICATIVE LANGUAGE TEACHING
Keywords:
Grammar-translation method, communicative language teaching, English language teaching, teaching methodology, EFL learners, language acquisition, speaking fluency, grammar instruction, communicative competence, comparative study.Abstract
In the context of English as a Foreign Language (EFL) classrooms, this study seeks to assess the relative efficacy of the Grammar-Translation Method (GTM) and Communicative Language Teaching (CLT). Unlike GTM, which prioritizes accuracy, translation, and the written word, CLT places a greater emphasis on interaction, fluency, and practical communication. For six weeks, two groups of intermediate English learners were studied using GTM and CLT, respectively. To assess gains in vocabulary acquisition, grammar knowledge, and communicative ability, pre- and post-tests were given. The results indicate that, while GTM improves students' grammatical knowledge and translation abilities, CLT greatly enhances their speaking fluency and overall communication competence. This comparative study emphasizes the necessity of a balanced, context-sensitive approach to teaching English language, which includes incorporating both approaches where appropriate to address the various demands of students.
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