The Implementation of Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) in Teaching Integrated English (original) (raw)
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Methodology is one of the important elements to implement he objective of education in teaching learning process particularly in English classes. To give the information about two phenomenal methods namely GTM and CLT is the main purpose of this scientific writing since GTM is commonly used previously and CLT is very famous nowadays. In so doing, the strength of this paper is to improve the knowledge of educational practitioners especially in method of teaching English. The comparison between the two methods is elaborated clearly in terms of the principles. The principles are characteristic of teaching learning process, nature of instruction, handling the students' feelings and emotions, the role of native language of students, the language skills that are emphasized, and the way of teacher's response to students' errors. The more beneficial method nowadays is CLT but GTM also still has some positive things offer.
ETERNAL (English, Teaching, Learning, and Research Journal), 2018
This paper is theoretically aimed at discussing how to teach communication skills (written and spoken) through a combination between the classic grammar translation and the modern communicative language teaching). The combination not only results in the formation of a new method which is here known as the communicative grammar translation method, but also in the formation of a new methodology in English language pedagogy which might be applied by English teachers to teach communication skills in the classrooms. The methodology of this new method consists of three special procedures i.e. The first is structural procedure which allows the learners to learn grammar rules and vocabulary. The second is transitional procedure which gives opportunity to the students to practice using the rules in translation and pronunciation drills. The third is communicative procedure which also gives the learners opportunity to use their knowledge of grammar and vocabulary in communicative activities. T...
The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The pre-test demonstrated that there wasn't any distinction between the two classes in their grammatical competence. The post-test embodied that there was significant difference in their grammatical competence between the two classes. The scores of the students in the Experimental Class were higher than that in the Control Class. The result showed that grammar teaching in the framework of the Grammar Translation Method is better than the Communicative Approach. Nevertheless, the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning. So the best way to improve the situation is to combine both methods in teaching English Grammar.
The use of grammar translation method in teaching English
Journal on English as a Foreign Language, 2015
This study aims to describe the patterns of Grammar Translation Method (GTM) and to know the reasons why the teachers used the method. Descriptive qualitative method was applied. The subjects were two English teachers at the seventh grade of SMP Negeri 1 Palangka Raya. It was used observation and questionnaires to collect the data. The data reduction, data display, and conclusion drawing were applied for data analysis. The findings show nine major patterns of GTM applied: (1) The classes were taught mainly in mother tongue; (2) the vocabulary was taught in the form of lists of isolated words; (3) the grammar provided the rules for putting words together; (4) it focused on the form and inflection of words; (5) the reading difficult classical texts were begun early; (6) it was little attention to the content of the texts; (7) the drills were exercises in translating; (8) it was little attention to pronunciation; and (9) it focused on accuracy. Meanwhile, the reasons of the teachers us...
Linguistics and culture review, 2021
There have always been different methods of teaching and learning of English language and throughout the years these methods have changed and improved. The Grammar Translation Method is one of the first and the main methods in teaching and learning of English language. This method enables the learning through the translation of various texts and the study of grammatical rules, which is its main activity. Moreover, in a class where Grammar Translation Method is used the target language is used less while the students are mainly taught in their national language, i.e. L1. Therefore, since this method was less effective in preparing the learners to use the target language communicatively, a new method was introduced. Thus, the Direct Method became used and popular among learners and teachers.
The researcher studied the effectiveness of Grammar Translation method in learning English. This method of teaching is used to learn the foreign languages. In Pakistan 'English' is the second language of people. In Educational institutes English is taught a compulsory subject. It is being taught through different methods. Grammar Translation Method is the oldest method of learning any language. So, here in our country it is widely used to learn foreign languages. In this paper, effectiveness of this method is proved through quantitative research. As a tool, a questionnaire is used to know about the views of learners that how much facilitated they are in learning English by using this method.
Integration of Grammar Translation Method with Communicative Approach: A Research Synthesis
This article is an effort to highlight the studies (late 20 th and beginning of 21 st century) reported about Grammar Translation method (GT), Communicative Approach (CA) and the way both these approaches can be integrated to teach English as a second language more effectively. The article discusses strengths and weaknesses of both methods separately and then builds the road for combination of GT and CA for second language learners. The findings from literature review vary from the use of traditional and modern methods to amalgamation of both. On one side a group of Linguists advocates use of translation method while on the other side second group criticises use of GT method that creates hindrance in achieving communicative competence. The synthesis of theory and research in this study provides a set of guidelines for linguists, curriculum planners, and policy makers to develop a curriculum that is characterized by the integration of traditional Grammar Translation method with Communicative Approach.
On English Grammar Teaching with Communicative Language Teaching (CLT)
2018
Communicative language teaching (CLT) is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of the study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor. This paper makes a brief analysis of traditional grammar teaching and communicative language teaching, the role of grammar in Communicative Language Teaching, and the advantages of implementing the communicative approach in grammar lessons. It is concluded that the communicative approach can help English teachers improve their grammar lessons Keywords: Communicative language teaching (CLT); grammar teaching; the role of grammar 1.Introduction It is widely accepted that "grammar is a set of rules that define how words (or parts of words) are combined or changed to form acceptable units of meaning within a language." If learners master grammar well, they can write sentences accurately. Grammar is an indispensable part of a language. Because of its importance, the teachers and students have always paid great attention to grammar teaching and learning. So how to make grammar teaching and learning both effective and efficient is an important task for both English teachers and researchers. Although great changes have taken place in English teaching and learning research in China during the past decades, the adoption of the traditional teaching method is still used in the current grammar teaching .It is called the Grammar Translation Method. With this model, teachers show language structures, learners practice them in the form of spoken or written exercises, and then the learners use them in less controlled speaking or writing activities. Although the students' mastery of the grammatical rules can be improved through the traditional grammar teaching method, they cannot use these rules flexibly and appropriately in communication. In other words, the disadvantage of the traditional grammar teaching method is that it prevents the students from developing their communicative competence. The traditional grammar teaching method is teacher-centered. As a result, the majority of the classroom time is spent on the teachers' elaborate explanation of English grammar rules, while all the students are either listening or taking notes. Thus little attention is paid to the development of English communicative competence. The students accept the English knowledge passively in the procedures set ahead of time by English teachers step by step. The students have little time using the English language. The typical exercise is to translate sentences from English into Chinese or vice versa, to fill in the blank with a proper word and to correct errors in a sentence. So the students lack English communicative opportunities. The basic learning techniques are memorization and rote learning, so students' interest can't be aroused. This kind of method can't build the students' self-confidence or improve their communicative strategies in English learning but makes them fear English grammar learning. There is a better way to teach grammar. It is called the Communicative Approach. The Communicative Approach makes language teaching as in a real-world situation. Grammar learning is emphasized by communication through the approaches of "learning by doing," through students' participation or cooperative completion of teaching tasks between or among students and teachers, then learners can learn grammar naturally. 2. Definition of grammar Grammar is "multi-dimensional" and has multi-meanings. People generally think that grammar is a set of rules for choosing words and putting words together to make sense. Every language has grammar. It has been universally accepted that a language can be compared to a building, the words can be compared to bricks, and the grammar can be compared to the architect's plan. One may have a million bricks, but can not make a building without a plan. Similarly, if a person knows a million English words, but he doesn't know how to put them together, then he cannot speak English. In other words, grammar is a framework to describe languages.