Comparative Analysis of Grammar Translation Method and Communicative Language Teaching from ESL Teachers' and Learners' Perspectives in English Language Institutes of Pakistan

Abstract

Two of the most popular approaches in the teaching and learning of English among ESL learners are the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). While in GTM, the grammatical rules are explicitly taught, the translation from the first language to the target language is stressed as well as the accuracy of the written target language, the CLT emphasizes meaningful interaction, fluency, and the functional use of the target language. Researchers have studied GTM and CLT separately in other educational settings. But there is limited research comparing the perceptions of ESL teachers and learners to the overall effectiveness of the two methods in the English language institutes of Pakistan. Therefore, based on Communicative Competence Theory by Hymes, Canale & Swain, and using the model of Thematic Analysis by Braun and Clarke, the present study aimed to comparatively examine the overall effectiveness of GTM and CLT in English language institutes of Pakistan from the viewpoints of ESL teachers and learners. Overall, the findings indicated that CLT is more effective than the other, fostering the acquisition of communicative ability in all aspects; but an integrated approach, which builds on the structural advantages of GTM, has been found to be more viable within the current educational context of Pakistan.