Abstract
Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.
Highlights
With the concept of global language, people of various languages have started communicating in English; it has become the global language (Aslam, Nadeem, Hussain, & Khan, 2010)
The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT)
This section is divided into three parts; first part is about GTM, second part is about CLT, and the third part is about GTM and CLT as comparative study
Summary
With the concept of global language, people of various languages have started communicating in English; it has become the global language (Aslam, Nadeem, Hussain, & Khan, 2010). According to Zeeshan (2016a), to be proficient in English is the need of students to get good grades but to access executive jobs as well in Pakistan. According to Aslam et al (2010), in the public schools of Pakistan, teachers seem to be unaware of the modern techniques; they do not adopt them and prefer to practice GTM in their classes. The present study primarily aimed to investigate their views. Their classroom practices were observed to know whether their beliefs match with what they practice in the classroom. Zeeshan (2013, 2016a) conducted the survey of government secondary school teachers and students about GTM and CLT. The sample of this study consists of university teachers and students
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