A Comparative Report on English Language Teaching Methodologies

This report provides a comprehensive comparison of two prominent English language teaching methods: the Grammar Translation Method (GTM) and the Communicative Language Teaching (CLT) method. It begins with an introduction to both methods, outlining their historical context, core principles, and key features. The report then delves into a detailed comparison and contrast of the two methodologies, analyzing their approaches to classroom structure, grammar teaching, the importance of phonetics, and the role of teachers and students. The advantages and disadvantages, along with evaluation and assessment practices for each method are also discussed. The report also highlights ways to promote language skills and concludes by emphasizing the importance of communicative competence in CLT and linguistic competence in GTM. The analysis covers the role of teachers and students, language skills promotion, and evaluation practices, offering a thorough understanding of both methods' strengths and weaknesses.

English Teaching Language
Methodology

Table of Contents
INTRODUCTION...........................................................................................................................1
Introduction to methods..............................................................................................................1
Comparing and contrasting between these two methods............................................................3
Role of teacher and students in both methods.............................................................................5
Language Skills Promotion.........................................................................................................6
Evaluation and assessment practices...........................................................................................7
Criticism of both approaches:.....................................................................................................7
Drawbacks of both methods........................................................................................................8
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
In all around the world there are several ways, methods, techniques are their so as to learn
any foreign language and so is the case with learning English. Among various methods two most
widely used method for teaching this language are Grammar Translation Method and
Communicative Language Teaching Method. Since in the era of globalisation it has become
important for the individuals to learn more and more foreign languages. In the teaching method
role of teacher and student both are equally important. There are several advantages and
disadvantages that are associated with each of these teaching methods (Butler, (2011)). This
report highlights the ways in which these two methods are used for learning English language. It
describes the concepts and practices that are used in both approaches. It also compares and
contrasts the features associated with each of these approaches as well as drawback that are
linked with each of these methods.
Introduction to methods
Grammar-translation-method: This approach was derived in the year 1980's over the old
fashioned methodologies of teaching any foreign languages. This method tended to be referred in
past tense and in present it has no existence in many parts of the world. It broadly states foreign
language study is seen as the matter of mental discipline having the goal of reading literature in
its original forms or simply to be form of intellectual development. This method was first used in
the classrooms of Latin and Greeks. The basic principle behind this learning process is that
grammar points were instrumental in providing the student a provisional rule of how to assemble
words into a sentences. The grammar drills and translations were used into the learning process
through practices and exercises (Gilakjani, (2011)). This helped to increase knowledge of the
students before giving proper emphasis on actual content. Students break each sentence for
translating them. There was no emphasis that was given to the ways in which words were
pronounced or any form of verbal and non verbal communication. This method was used with a
aim of developing:
 Logical thinking
 Intellectual capacities to achieve general education and civilising effect.
 To read original text in concerned language.
Key features of this method:
1

 Classes were conducted in mother tongue with very little active use of language that has
to be learned.
 Much vocabulary is taught in the form of lists of isolated vehicles.
 Elaborated explanation of intricacies of grammar are provided.
 Grammar gives the rule of putting words together and instructions generally focuses on
the form and inflection of words.
 Reading difficult classical text became easier.
 Little care is given to the text content, as it is treated as exercise in grammatical analysis.
 Most of the drill is focused on translating discontinues sentence from target language to
mother tongue (Littlewood & Yu, (2011)).
 Pronunciation is given least importance.
Typical technique:
The technique is as follows:
 Translating target language into mother tongue. Like translating literary passage.
 Finding information in the passage, taking use of inferences as well as relating to
personal knowledge. Like reading comprehension questions.
 Taking out the antonym and synonym for words or the set of words.
 Learning spellings that interrelates between mother tongue and target language. Like
cognates.
 Understanding the rules related to grammars and present exceptions and then applying
them to new examples.
 Filling gaps in the sentences with new words or items of particular grammar type.
 Memorising vocabulary lists, rules of grammar and grammatical paradigm.
 They take use of sentences so as to understand the meaning of the new words.
 Students write about a topic using the language.
Communicative language teaching method: It is a natural from of learning differs from
originally practised old fashioned method. It gives almost no importance to how language is
actually practically used. This approach emphasises on ability to communicate the message in
terms of its meaning rather than concentrating specially on grammatical imperfections and
phonetics involved (Oxford, (2016)). Understanding of target language is evaluated in terms of
2

how much learners have developed their communicative skills and competencies. It considers
usage of language to be just essential fro learning the language.
Characteristic of this language is as follows:
 Understanding generates from active student interaction in the target language.
 Teaching takes place by using authenticated text of English.
 They not only learn target language but also develops knowledge about the strategies for
understanding.
 Personal experience and situations is given importance that is considered as invaluable
contribution to content of the lesson.
 Taking use of language in unrehearsed contexts hence creating learning opportunities
outside the classroom.
Typical technique:
 It is applied in the communicative method hence it is functional-notional approach.
 It emphasises on organisation of syllabus (Richards & Rodgers, (2014)).
 It divides use of language into 5 functional categories so that they can easily be analysed.
These categories are namely personal, directive, interpersonal, referential and
imaginative.
 All these functional units are then delivered by teachers in classrooms using three p's in
teaching model namely presentation, practice and production.
Comparing and contrasting between these two methods
Communicative competence is the main goal of communicative language teaching
method and hence seeking to make meaningful communication on the other land grammar
translation uses linguistic competence through translation and structural knowledge. GTM is
more rigid and corrective on the other hand CLT is accommodating and considerate.
Criteria CLT GTM
Physical structure CLT classroom relies mostly
on the activities of students
like role playing, discussion,
interview etc. In this student
move in groups and perform
GTM classroom needs
attention of students to stay in
prime focus. In this teacher
assigns some of the task to the
students and they learn by
3

activities in front of the
classroom. This includes
exercises like speaking,
writing, reading, reflection
based paper. Some kinds of
role is played in the exercises.
using words irrespective of the
correctness of grammar
Grammar teaching It is not promoted in this
teaching method but yet not
fully ignored as it generally
focuses on the content that is
used in the learning method
(Richards & Schmidt, (2013)).
It is the primary concern of
this method. They take use of
words which is used for
conjugating two different
sentences. Whole language is
learned by concentrating on
each words.
Importance to phonetics Importance is given to
phonetics since the
pronunciation is important in
the communicative teaching
method.
No importance is given to
phonetics since they do not
have to use it in practical sense
and adopt more of theoretical
approach.
Focus on content Higher focus is given to the
contents as they learn
languages in their original
ways. More importance is
given to personal life
experience.
Focus is not given on the
contented rather grammar is in
the primary focus. More
importance is given to the use
of letters.
Teachers approach Teachers role is supportive as
they help students in their
activities.
Teachers role is authoritative
as they generally seen to be
instructing students rather than
being a part of the process.
Existence On of the widely used methods It has extinted due to its
4

of modern times rationalism.
Activities Role plays, narrations, reading
of passages , surveys, Games,
Pair work, information gap,
interviews, language exchange
etc.
Filling the blanks, finding
antonym and synonyms as
well as finding meanings of
the word, translating one
language into another.
Flexibility in the process This is more flexible as the
approach is changed as per the
requirement and feasibility.
This is more rigid process and
adding techniques into it is
comparability harder.
Role of teacher and students in both methods
Grammar translation method:
Role of student
 They have to learn more and more words.
 They have greater role than teachers.
 They uses the materials provided by teachers so as to learn things
Role of teachers
 They act as dictator in the class (Tomlinson, (2011)).
 Teacher gives task to students and acts they themselves act as monitors.
 They do not provide descriptive knowledge.
Communicative language teaching
Role of students:
 They act as a player and plays different kind of roles.
 They behave that they are the part of the teaching method.
 The effort given by students is huge as they have to learn in more details.
Role of teachers:
 They themselves becomes the part of the teaching process by playing roles.
 They contribute in the learning of people (Teaching approaches: the grammar-translation
method. 2017).
 Teachers also have larger role.
5

Language Skills Promotion
There are different ways which are used for promoting language development. the prime
aim of organisations is to ensure that individuals are proficient in speaking another dialect with
fluency. Since the time of childhood, there are multiple ways which are used by managers for
making sure that each person is able to say what they are feeling in normal human language. But
with time the importance of learning foreign dialect is increasing. There are certain ways which
can improve the learning for people. These are used in promoting language skills in individuals.
They are stated below:
 Using the language as much as possible: This is the best way to boost language skills in
individuals. Basically, people will have to use the newly learnt dialects for making sure
that they are getting familiar with all other aspects of a communicating tool (The
Grammar-Translation Method. 2017).
 Being a commenter: Constant usage of language can be associated with this aspect. There
are various situations in which people can use the language skills for boosting them as
well as showing as how proficient they are.
 Music: This is the best way for increasing knowledge regarding language and its usage.
Music sets in our mind and allows people in learning things more easily, this is why
rhyming is used.
 Experimenting: mixing traditional mother tongue with newly learnt language is a
experiment that is used for enhancing skills in people.
 Taking use of language more often: Students generally tries to communicate in the target
language which helps them in having depth knowledge about the language and the
patterns in which it is used.
These are certain ways of improving language skills in individuals. But for promoting it
in society, there are different methods that are adopted by agencies (Grammar translation
method. 2017). For example, people with a knowledge and proficient of extra language are
considered more capable. Also, government wants people to be capable of speaking more than
two dialects as to ensure that they have better chances of growth.
Evaluation and assessment practices
There are different types of assessment that can be used for making sure that each person
is able to learn more in a easier manner. There are few methods that are stated above which are
6

used for promoting language skills in people. There are two best ways which will be used for
assessing practices of individuals. They are stated below:
 Goal directed: Good assessment is always based on goals achievement. If a person is able
to his targets in a set period of time then he will be considered as an achiever
(Communicative Language Teaching. 2017). If he is not performing and achieving his
goals and on time then the teacher need to change his approach.
 Being minimally invasive: The assessment process need to consider all the aspects of
program as to develop it in a proper manner. The teacher needs translate all the targets in
a well defined manner so that the learner is motivated and interested. Teacher need to
stay connected with pupil so that he is able to develop their skills in a desired way.
Criticism of both approaches:
Criticism of Grammar translation methods:
 It is not a set learning style: Many people says that it is not a set learning style because
it talks about descriptive methods of learning rather than prescriptive methods where
teacher takes experiences while teaching students rules and vocabulary of a language.
 Based on rote memory rather than cognitive progression: The another critique of this
language states that in this method language development practice is based on rote
memory rather than cognitive progression approach. As language rules are difficult to
learn if the main logic behind working of rules is explained to a student.
 It slows down the thought process: The another critique is most common among many
people. According to this critique, remembering of words and sentence rules while
speaking, effects the conversation by slow delivery of sentence. It also break down the
confidence of a speaker. Many argues that ways of speaking should be taught before
teaching grammar translation methods to a student. It generally creates problem while
speaking a language with various masculine and feminine forms like as in Spanish
language. Because speaker can be confused while memorizing rules without putting it
into a sentence of Spanish language.
 Primary language can be learned through trial and error rather than
memorization: Few people also critiques that, most students learn their primary
language through trial and error method like if a child is asking for a toy while pointing at
7

Television than parents can correct him by saying TV. This helps a child in learning
through visually relate it to a word.
Criticism of Communicative Language Teaching:
 Communicative Language Training is not an cohesive subject: This critique includes
that CLT is using wide range of confusing vocabulary words because this method applies
predominately non-specific language.
 Communicative Language Training gives priorities to the function of a language:
Many experts criticises that this method prioritizing the function of a language specially
native language over the grammatical system of foreign language. This priority effects
learner by creating huge gaps between knowledge they own and their targeted language.
 Communicative competence definition is not followed by this method: Some
researchers criticises this method by stating that it is not following the standards of
communicative competence as it uses in the name of its method. Because there is not
such agreement where students can achieve communicative competence without using
full and adequate language.
 CLT implies non-specific requirements of its teachers: This critics suggests that CLT
does not put enough importance on focusing grammar and pronunciation. Which
sometimes effects the sentence of students by giving different means of their sentence.
Drawbacks of both methods
Grammar Translation Method is learning techniques to teach students foreign languages
through traditional methods. In this method student learns grammatical rules and they apply
these rules while translating a sentence from targeted language to their native one.
Drawbacks of Grammar Translation Method:
 In this method, no oral work is done in classrooms which is very important. Because fact
says orally learning is more effective than learn through reading.
 Here, the main importance is given to native-tongue rather than targeted language.
 In this method, students can't speak target language because in classrooms only reading
training is provided.
 Students struggles with pronunciation of English language because this method only
helps in learning grammar through reading.
8

 Main importance is only given to grammar (A linguistic perspective on communicative
language teaching. 2017).
 Students only practises translating rather than learning it. They make sentences through
translating it in their native language first which is the main barrier in learning target
language.
 This method doesn't use logical technique to teach targeted language, it just preaches long
stories which seems to be ineffective.
Communicative Language Teaching: It is also known as communicative approach, in
this method learning is done through interaction with each other. Here, instructor tells students
where they are going wrong while communicating with each other. Learners talk about their
personal experiences with their partners while guider teach topics which are not related to
grammars. The goal of this method is to improve the ability of a student to communicate in
foreign language which is chosen by them.
Drawback of Communicative Language Teaching:
 In this method the more emphasis is given to meaning of a sentence rather than on the
correction of pronunciation and grammar error.
 It only gives more importance to fluency of language but at the same time it ignores
accuracy in grammar and pronunciation which sometimes changes the meaning of a
sentence.
 It is only suitable for those students who are doing advance level studies or those who are
intermediate students but it is doesn't provide proper way to beginners as in starting they
requires some controlled practice like they have to take care about grammar and how
does they pronouncing a sentence (Communicative Language Teaching (The
Communicative Approach). 2017).
 It requires excellent monitoring skills in a teacher. Because if a student is pronouncing a
word wrongly and if teacher doesn't noticed it, than whole learning process will going to
be waste.
 If students who are learning targeted language through communicative method but at the
same time he's trying to improve his grammar through grammar-translation method. Than
this become barrier in communicative method because while making sentences student
has to focus on correcting the sentences. This will effect his fluency while speaking.
9

CONCLUSION
From the above based report it can be concluded that there are several methods that are
used by teachers to teach their students any foreign language. In teaching of English the two
most widely used method is Grammar-translation-method and communicative learning teaching
method. The role of teachers and students is very important in both the process. In grammar
translation method activities such as filling the blanks, antonym and synonym and finding word
meanings is used. On the other hand communicative language teaching basically focuses on the
activities such as narration of the story, constructive writing, role plays as well as games. The
teachers need to understand that grammar usage is a basis for any language and if a person is
weak in it then he wont be able to use it in a proper manner. The two stated techniques which are
used by individuals is Grammar translation methods and communicative language teaching
method. These two are very different from one another and assist people in learning new dialect
in more convenient manner. There is a brief criticism stated in the report as well as drawback.
After proper comparison, the best usage is stated.
REFERENCES
Books and Journals
Butler, Y.G., (2011). The implementation of communicative and task-based language teaching in
the Asia-Pacific region. Annual Review of Applied Linguistics, 31, pp.36-57.
Gilakjani, A.P., (2011). Visual, auditory, kinaesthetic learning styles and their impacts on English
language teaching. Journal of Studies in Education, 2(1), pp.104-113.
10

Littlewood, W. & Yu, B., (2011). First language and target language in the foreign language
classroom. Language Teaching, 44(1), pp.64-77.
Oxford, R.L., (2016). Teaching and researching language learning strategies: Self-regulation in
context. Taylor & Francis.
Richards, J.C. & Rodgers, T.S., (2014). Approaches and methods in language teaching.
Cambridge university press.
Richards, J.C. & Schmidt, R.W., (2013). Longman dictionary of language teaching and applied
linguistics. Routledge.
Tomlinson, B. ed. (2011). Materials development in language teaching. Cambridge University
Press.
Online
Teaching approaches: the grammar-translation method. 2017. [Online]. Available through:
<http://www.onestopenglish.com/methodology/methodology/teaching-approaches/teaching-
approaches-the-grammar-translation-method/146493.article >. [Accessed on 16th November
2017]
The Grammar-Translation Method. 2017. [Online]. Available through:
<http://hlr.byu.edu/methods/content/text/grammar-text.htm>. [Accessed on 16th November 2017]
Grammar translation method. 2017. [Online]. Available through:
<http://blog.innovativelanguage.com/tag/grammar-translation-method/>. [Accessed on 16th
November 2017]
Communicative Language Teaching. 2017. [Online]. Available through:
<http://blog.tjtaylor.net/method-communicative/>. [Accessed on 16th November 2017]
. 2017. [Online]. Available through: <>. [Accessed on 16th November 2017]
Communicative language training. 2017. [Online]. Available through:
<http://unt.unice.fr/uoh/learn_teach_FL/affiche_theorie.php?id_activite=78>. [Accessed on 16th
November 2017]
A linguistic perspective on communicative language teaching. 2017. [Online]. Available
through: <http://www.tandfonline.com/doi/abs/10.1080/09571736.2011.625097>. [Accessed on
16th November 2017]
11

Communicative Language Teaching (The Communicative Approach). 2017. [Online]. Available
through: <http://www.myenglishpages.com/blog/communicative-language-teaching-
communicative-approach/>. [Accessed on 16th November 2017]
12