LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 16:9 September 2016
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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A Contrastive Analysis of English Language Teaching Methods

Masood Akhtar Memon (M.Phil. Scholar)
Abdul Malik Abbasi (Ph.D.)
Tariq Umrani (Ph.D.)

Abstract

The present paper investigates two important teaching methods of English in a second language classroom setting i.e., Grammar Translation Method and Communicative Language Teaching. This close-ended study was carried out to compare and analyze Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). The study basically looks at both teaching methods from the perspective of English language teachers show they prioritize either GMT or CLT methods as to be more effective tools of teaching at college level in three districts of Sindh. For data collection, a questionnaire was designed containing twenty queries favoring GTM in first ten and CLT in next ten queries in sequence in order to find out which teaching method is more effective. The questionnaire was close-ended with a Likert Scale range of five: strongly agree, agree, neither agree nor disagree, disagree and strongly disagree. The participating subjects were randomly recruited from three districts of Sindh e.g., Jamshoro, Shikarpur and Jacobabad. The findings of the study show sixty percentage of the subjects favored GTM while, forty percentage language teachers favored CLT method as an effective method.

Keywords: Grammar Translation Method (GTM), Communicative Language Teaching (CLT), Language Teaching (LT), Second Language Acquisitions (SLA)

Introduction

The present paper is based on the analysis of twenty statements in questionnaire along with the responses of English language teachers, interview protocols and the authors’ observations regarding GTM and CLT methods. It has always been a problem for language teachers to choose the most effective way of teaching a foreign or second language. Therefore, the field of language teaching has witnessed a number of trends and movements. Murcia (2001) argued this as ‘the field of second language or foreign language has undergone many fluctuations and swifts over the years’. Many methods and approaches were developed, applied and discarded in order to try out for the most effective teaching language method.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Masood Akhtar Memon
(MPhil Researcher)
Lecturer English, Cadet College Petaro
Pakistan
mamasoodmemon@gmail.com


Dr. Abdul Malik Abbasi
(PhD, UMT Lahore)
Lecturer English
Sindh Madressatul Islam University Karachi
Pakistan
abdulmalikabbasi@hotmail.com


Tariq Umrani

(PhD, Swansea University, Wales)
Assistant Professor
Institute of English Language & Literature
University of Sindh, Jamshoro
Pakistan
tariqumrani@gmail.com


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