Sheeba Manodh, Assistant Professor, corresponding author
SRM Valliammai Engineering College, Chennai, India.
G. Mahendranath, Associate Professor,
Muthayammal Engineering College, Rasipuram, Namakkal, India.
Punit Pathak, Assistant Professor,
School of Liberal Arts and Human Sciences, Auro University, Surat, India.
B.S. Gomathi, Associate Professor,
Velalar College of Engineering and Technology, Thindal, Erode, India.
COMPARING TRADITIONAL GRAMMAR-TRANSLATION METHODS WITH COMMUNICATIVE LANGUAGE TEACHING.
Authors
Abstract
This study examines the effectiveness of the traditional Grammar-Translation Method (GTM)
compared to the Communicative Language Teaching (CLT) approach in the context of English
as a Second Language (ESL) classrooms. The Grammar-Translation Method emphasizes
accuracy and the understanding of grammar rules through the translation of texts, while the
Communicative Language Teaching approach focuses on fluency and real-life communication
skills. By analyzing the impact of these methods on learners' proficiency, motivation, and
engagement, this research highlights their respective strengths and limitations. Data was
collected through classroom observations, learner feedback, and performance tests from two
groups of ESL learners taught using these contrasting methods. Findings reveal that while GTM
enhances grammatical knowledge and reading comprehension, CLT is more effective in
developing speaking and listening skills. This study concludes that a hybrid approach integrating
elements of both methods can cater to diverse learner needs and achieve a balanced skill set.