Grammar Translation Method In ELT: Hindering The Development Of Communicative Skills At Secondary Level

Abstract

The purpose of this study is to evaluate the communication skill of students in English who were taught by Grammar Translation Method (GTM) at secondary school level in Pakistan. There is not usually any listening or speaking practice in GTM. Very little attention is placed on pronunciation or any communicative aspect of language. The skill exercised is reading and then only in the context of translation. Examinations also consist of translation of classical text. A questionnaire was used to collect data from15 teachers of Govt. schools of district Faisalabad who were using this method in the schools. The quantitative data were analyzed by simple frequency count and percentage, and qualitative data through the description of the classroom observation and interview. Analysis of the data shows that GTM put more emphasis on learning English words, phrases, sentences and structure pattern; but it has failed in practical use of English in real life situation. Students learning through this method at secondary school certificate level Pakistan in are unable to communicate even a basic conversation in English. It is suggested that the teachers should adopt communicative approach in ELT so that the communicative ability of the students may be enhanced.

KEYWORDS: Grammar translation method GTM) , ELT, ESL, L1 (First language,) L2 (Second language ), communication, secondary level