NAME: SHAHID IQBAL

ROLL NO. 2113

CLASS: BS ENGLISH LITERATURE

SEMESTER: 5TH EVENING

SUBMITTED TO: SIR SAJID AHMED

ASSIGNMENT TOPIC: 2) COMPARISON OF GMT + DM + ALM +

CLT METHOD OF TEACHING

GOVT. POSTGRADUATE COLLEGE SAMANABAD FAISALABAD

WHAT IS GRAMMAR TRANSLATION METHOD?
THE GRAMMAR TRANSLATION METHOD IS A METHOD OF TEACHING FOREIGN LANGUAGES DERIVED FROM THE
CLASSICAL METHOD OF TEACHING GREEK AND LATIN. IN GRAMMAR-TRANSLATION CLASSES, STUDENTS LEARN
GRAMMATICAL RULES AND THEN APPLY THOSE RULES BY TRANSLATING SENTENCES BETWEEN THE TARGET
LANGUAGE AND THE NATIVE LANGUAGE. ADVANCED STUDENTS MAY BE REQUIRED TO TRANSLATE WHOLE TEXTS
WORD-FOR-WORD. THE METHOD HAS TWO MAIN GOALS: TO ENABLE STUDENTS TO READ AND TRANSLATE
LITERATURE WRITTEN IN THE TARGET LANGUAGE, AND TO FURTHER STUDENTS’ GENERAL INTELLECTUAL
DEVELOPMENT.

EXPLANATION:
THE GRAMMAR-TRANSLATION METHOD FOCUSES ON THE TEACHING OF THE FOREIGN LANGUAGE GRAMMAR
THROUGH THE PRESENTATION OF RULES TOGETHER WITH SOME EXCEPTIONS AND LISTS OF VOCABULARY
TRANSLATED INTO THE MOTHER TONGUE. TRANSLATION IS CONSIDERED TO BE THE MOST IMPORTANT CLASSROOM
ACTIVITY. THE MAIN PROCEDURE OF AN ORDINARY LESSON FOLLOWS THIS PLAN: A PRESENTATION OF A
GRAMMATICAL RULE FOLLOWED BY A LIST OF VOCABULARY AND, FINALLY, TRANSLATION EXERCISES FROM
SELECTED TEXTS.

Other activities and procedures can be the following: answering comprehension questions on
the text; students find antonyms and synonyms words in the text; vocabulary is selected from
the reading texts and memorized; sentences are formed using new words; fill-in-the-blank
exercises; writing compositions on the topic.

Characteristics:
 Classes are taught in the mother tongue
 Much vocabulary is taught in the form of lists of isolated words.
 Little or no attention is given to pronunciation.
 Reading of difficult texts is begun early.
 Long, elaborate explanations of the intricacies of grammar are given.
Why would I use this method?

GTM focuses on the application of grammar and correct sentence structure. This is especially
helpful in teaching students how to write and read in another language, allowing them to
explore interchangeable words and phrases (i.e., different words for different tenses) more
effectively than a verbal teaching method.

Tests of grammar rules and of translations are easy to construct.

Class activities or learning games are rarely necessary, as students are translating text to
another language directly. Teachers who are not fluent in English (but fluent in the other
language that the students primarily use) can teach English using this approach, as the
emphasis is not on the spoken word but on translations.

The most relevant principles of this method can be summarized as follows:

  It emphasizes the study and translation of the written language, as it is considered
superior to spoken language.

 Reading and writing are the main language skills.

 The student's native language is the medium of instruction and used as well to compare
with the language studied.

 The structural patterns of two languages are compared and this comparison makes
learning clearer and firmer.

 The fundamental principle of proceeding from known to unknown is followed

throughout.

 Successful learners are those who translate each language into the other, though they
cannot communicate orally.

 Students have to know verb conjugations and other grammatical paradigms.

 The knowledge of rules helps the learners to avoid any types of mistakes.

 Teachers play an authoritarian role in the classroom and the predominant interaction is
between teacher-student.

This method has a number of advantages given below:

 By telling the meaning of the word or sentence in mother tongue, the teacher can at
once make the students understand.

 The students are able to learn many items of English by comparison with mother
tongue.

 The comprehension of the students can be tested very easily.

 Knowledge is acquired gradually, by traversing the facts of language and the syntactic
mechanisms, going from simplest to the most complex.

 Learning grammar, the students examine the texts developing awareness that language
constitutes a system which can be analyzed.

There are some very obvious disadvantages of this method:

i. No account of present-day language usage is presented. Norms are imposed from the
great literary authors.
 ii. Secondary grammatical points, lists of forms and examples receive a lot of attention;
some definitions and explanations are often incoherent because of their heterogeneous
criteria. Thus, facts about the language are confusing for the students.

iii. It gives a predominant place to morphology but neglects syntax. Therefore, rules
enabling the learners to construct systematically correct complex sentences are not
presented.

iv. Translations are often unsatisfactory as they are done word by word.

v. Students have to learn a lot of grammatical terms and too much weight falls on their
memories. Frustration on the part of students and lack of demands on teachers are the
effects of this method.

Conclusion:

So, the teaching of grammar consists of a process of training in the language rules which must
make it possible to all the students to express their opinion correctly, to understand the
remarks which are addressed to them and to analyze the texts which they read. The objective is
that by the time they leave college, the students control the tools of the language which are the
vocabulary, grammar and the orthography, they are able to read, understand and write texts in
various contexts. Unfortunately, this method gives little attention to listening and speaking
skills, and the result is usually inability of some students to use the language for
communication.

 What is Direct Method?

The method Direct is named “direct” because meaning should be connected directly with the
target language without translation in to the native language.

Direct teaching method is a method of foreign and second language teaching which consist that
only the target language should be used in class and meaning should be communicated
“directly” by associating speech forms with action, objects, mime, gesture and situations.

The direct method has one very basic rule: no translation is allowed. In fact, the direct method
receives its name from the fact that meaning is to be connected directly with the English
language, without going through the process of translating in to the students’ native language.

Characteristics of direct method of teaching English: -

·    The direct method of teaching English is one the most widely known methods. It enjoyed
immense popularity because it overcame the two major defects of the Grammar-Translation
method. It substituted “Language contact” for “Grammar recitation” and “Language use” for
translation.
·   The salient feature of the direct method of English teaching as follows:
 Emphasis on oral language
 Intensive speech practice, usually with training in phonetics.
 The exclusive use new language.
 The approach initially inacceptable any choice to the mother tongue either for exercise
on translation or for clarification of vocabulary and grammar.
 It was hopefulness expected that by banishing the language from the classroom the
students would be compelled to do their thinking in the new medium.
 The learner experiences the new language in the same way in which he has experienced
his mother tongue.
·       
The principles of the Direct Method in teaching English: -

1. Reading in the target language should be taught from the beginning of the language
instruction; however, the reading skill will be developed through practice with
speaking. Language is primarily speech. Culture consists of more than the fine arts
(e.g., in this lesson we observed the students studying geography and cultural values.
2. Objects (e.g., realia or pictures) present in the immediate classroom environment
should be used to help students understand the meaning.
3. The native language shouldn’t be used in the classroom.
4. The teacher should demonstrate, not explain or translate. It is desirable that students
make a direct association between the target language and meaning.
5. Students should learn to think in the target language as soon as possible. Vocabulary
is acquired more naturally if students use it in full sentences, rather than memorizing.
6. The purpose of language learning is communication (therefore, students need to
learn how to ask questions as well as answer them).
7. Pronunciation should be worked on right from the beginning of language instruction.
8. Self-correction facilitates language learning.
9. Lesson should contain some conversational activity—some opportunity for students
to use language in real contexts. Students should be encouraged to speak as much as
possible.
10. Grammar should be taught inductively. There may never be an explicit grammar rule
given.
11. Writing is an important skill, to be developed from the beginning of language
instruction.
12. The syllabus is based on situations or topics, not usually on linguistic structures.
13. Learning another language also involves learning how speakers of that language live.

Advantages of Direct Method in Teaching English:

· It provides better understanding
· Time saving
· Helped in teaching idioms
· It provides better fluency of language
 · Based on psychological principle
· No gap between active and passive vocabularies.

1.     It is natural method:

·         In the direct method the order of teaching is observing, listening, speaking, reading and
writing. This is the natural order of learning a language. The method makes use of
demonstration and conversation.

2.     It gives fluency of speech:

·         As a lot of attention is paid to oral training in this method, the students acquire fluency of
speech. This is the reason why students who are taught by the direct are fluent speakers as
compared to those who are taught by the translation method.

3.     It improves pronunciation:

·         As the students are made to speak a lot and they are also taught phonetics, their
pronunciation improves.

4.     It aids written work:

·         Fluency of speech leads to case in writing.  To express themselves in writing, the students
have only to learn spellings, if a student can express as himself clearly in speaking, he can
express himself in writing as well.

5.     Its facilities the study of literature:

·         It is believed that since the student acquires an ear for the language in direct method, its
facilities the study of literature.

6.     It makes use of audio-visual aids:

·         Audio-visual aids are used in the direct method. This makes the lesson interesting.

Disadvantages of Direct Method Teaching of English language: -

·         Direct method is difficult as there no use of mother language.
·         It isn’t economical as it is requiring various teaching aids.
·         Mayn’t be suitable for average or weaker students.
·         It requires competent teachers.
·         It gives overemphasis on listening and speaking skills.
·        It isn’t effective in early stages of learning.
1. It is an incomplete method:
·         Direct method lays too much emphasis on speaking. It neglects reading and writing. The
tendency is to give insufficient attention to reading and not to teach written work
systematically.
 2. It requires efficient teachers:
·         Every teacher can’t make a success of the direct method. Only that teacher can work out
this method successfully, who is good at English? Especially conversational English.

3. It requires linguistic minded students:

·         Direct method can succeed only with those students who are linguistically minded, that is,
students who have got a fine ear for the language. Only the clever child can profit by this
method.

4. Material facilities aren’t available:

·         Direct method requires the use of audio-visual aids, but these aren’t available in a majority
of our schools.

5. The classes are over-crowded:

·         Small classes are needed for the direct method so that the teacher can pay individual
attention. But in a majority of schools the classes are very large.

6. It is difficult for explanation:

·         The meaning of new words in the direct method is explained by material association,
explanation in the target language and use in suitable context. The mother tongue is not
used although in certain cases its use more economical and effective in telling meaning.
Audio Lingual Method

What is Audio Lingual Method?

The Audiolingual Method is a method for foreign language teaching which emphasized the
teaching of listening and speaking before reading and writing. This method is combination
between behavioral psychology and linguistic. It’s also called “Army Method” because this
method is appeared since the World War II for the American armies who had to learn language
quickly and intensively. The structural theory of language constituted its backbone. Structural
linguistic view language as a system of structurally related elements for the expression of
meaning. These elements are phonemes, morphemes, words, structures and sentence types.
The language teaching theoreticians and methodologists is behavioral psychology which is an
empirically based approach to the study of human behavior. Behaviorism tries to explain how
an external even (a stimulus) caused a change in the behavior of an individual (a response)
without using concept like” mind” or “idea”. In the Audiolingual Method, the students first hear
a language. Later, they speak the language and after that, they read and write in it. Mother
tongue is discouraged in the classroom when this method is used. The Audiolingual Method
does not learn lots of vocabulary. Rather, the teacher drills speaking and grammar because in
this method, grammar is most important for the student. In other word, the student must
repeat grammar pattern after the teacher.
2. Goals and Principles

The general goal of the Audiolingual Method is to enable the target language communicatively.
And there are two objectives in Audiolingual Method such as; Brook distinguishes between
short-range and long-range objectives of Audiolingual program. Short-range objectives include
training in listening comprehension and accurate pronunciation. Long-range objectives or the
ultimate goal is to develop the student’s abilities are same like what native speakers have, to
use it automatically without stopping to think.
The main principles on which the audio-lingual method is based are the following:
Foreign language learning is basically a process of mechanical habit formation. The student is
able to give correct response rather than by making mistake. Language skills are learned more
effectively if the items to be learned in the target language are presented in spoken form
before they are seen in written form. Aural-oral training is needed to provide the foundation for
the development of other language skills. Drills can enable learners to form correct analogies.
Hence the approach to the teaching of grammar is essentially inductive rather than deductive.
The meaning that the words of a language have for the native speaker can be learned only in a
linguistic and cultural context and not isolation.
3. Advantages and Disadvantages
Advantages:
Learners be able speaking the target language communicatively.
Learners have no difficulties to understand the lesson as it is carried out in the mother tongue.
Learners are able to give correct response directly.
Learners more concern about the combination between behavioral psychology and linguistic.
Disadvantages:
Speaking or any kind of spontaneous creative output was missing from the curriculum.
Students lacked an active role in the classroom.
Very little attention is paid to communication.
Very little attention is paid to content.
Process of learning only focus in speaking.
Because of all these disadvantages, instructors tried to find better ways to remedy the pitfalls of
the audiolingual method.
4. The Application of Audiolingual Method in Teaching Reading for Junior High School
In applying Audiolingual Method for teaching speaking, I will take the material about daily
conversation. The Material is for first grade of Junior High School. As we know, in teaching
speaking the students must try to speak English about something based on the material in
order to improve their speaking ability, I will use Audiolingual Method and help the students to
improve speaking ability through dialogue, so the students able to speak English very well.
1) I will do the brainstorming to catch the students’ attention.
2) I will explain about how to make a dialogue.
3) I will give the students an example of dialogue and ask them try to make a dialogue.
4) After the students try to make a dialogue and ask them come in front of the classroom and
show the dialogue to their friends.
5) After the students show the dialogue, the teacher asks another student about the dialogue
that their friend had showed.
WHAT IS CLT?
Definition:
The “communicative approach to the teaching of foreign languages” also known as
Communicative Language Teaching (CLT) or the “communicative approach” emphasizes
learning a language through genuine communication.

Explanation:
Learning a new language is easier and more enjoyable when it is truly
meaningful. Communicative language teaching (CLT) is an approach to the teaching of second
and foreign languages that emphasizes interaction as both the means and the ultimate goal of
learning a language.  It is also referred to as “communicative approach to the teaching of
foreign languages” or simply the “communicative approach”. 
Communicative language teaching (CLT), or the communicative approach, is an approach to
language teaching that emphasizes interaction as both the means and the ultimate goal of
study. Language learners in environments utilizing CLT techniques learn and practice the target
language through interaction with one another and the instructor, study of "authentic texts"
(those written in the target language for purposes other than language learning), and use of the
language in class combined with use of the language outside of class.
An effective knowledge of a language is more than merely knowing vocabulary and rules of
grammar and pronunciation. Learners need to be able to use the language appropriately in any
social context. Theorists agree that meaningful communication supports language learning and
that classroom activities must focus on the learner’s authentic needs to communicate
information and ideas.

COMMUNICATIVE LANGUAGE TEACHING

The term "Communicative Language Teaching" (CLT) means different things to different
teachers. To some teachers, it simply means a greater emphasis on the use of the target
language in the classroom, and in particular, a greater emphasis on orality. To other teachers,
communication entails the exchange of unknown information between interlocutors. And
finally, some teachers understand communication in the most global, anthropological terms,
that is, as a cultural-bond system for making meaning. Despite their various definitions of CLT,
all the module instructors seem to advocate for a communicative approach.

PRINCIPLES OF THE COMMUNICATIVE APPROACH:

1. Language learning is learning to communicate using the target language.
2. The language used to communicate must be appropriate to the situation, the roles
of the speakers, the setting and the register. The learner needs to differentiate
between a formal and an informal style.
3. Communicative activities are essential. Activities should be presented in a situation
or context and have a communicative purpose. Typical activities of this approach
are: games, problem-solving tasks, and role-play. There should be information gap,
choice and feedback involved in the activities.
4. Learners must have constant interaction with and exposure to the target language.
 5. Development of the four macros kills speaking, listening, reading and writing is
integrated from the beginning, since communication integrates the different skills.
6. The topics are selected and graded regarding age, needs, level, and students’
interest.
7. Motivation is central. Teachers should raise students’ interest from the beginning of
the lesson.
8. The role of the teacher is that of a guide, a facilitator or an instructor.
9. Trial and error are considered part of the learning process.
10. Evaluation concerns not only the learners’ accuracy but also their fluency.

USING THE METHOD

The most common educational model applied in the context of the Communicative Method is
the Functional-Notional approach, which emphasizes the organization of the syllabus.
Main Features and Techniques:
1. Language learning is learning to communicate and effective communication is
sought. (When learners are involved in real communication, their natural strategies
for language acquisition will be used, and this will allow them to learn to use the
language.)
2. Drilling may occur, but peripherally.
3. Comprehensible pronunciation is sought.
4. Translation may be used where students need or benefit from it.
5. Reading and writing can start from the first day.
6. Communicative competence is the desired goal (i.e., the ability to use the linguistic
system effectively and appropriately).
7. Teachers help learners in any way that motivates them to work with the language.
8. Students are expected to interact with other people, either in the flesh, through
pair and group work, or in their writings.
The Demerits:
I. Teacher must be a very knowledgeable person.
II. Students and teacher must understand each other.
III. Inadequate use of authentic materials can damage the course. Theoretical knowledge of
teacher needs to be very good in practice. The monitoring ability of the teacher must be
very good Grammar. Teaching Practices make application of this approach difficult.
IV. CLT approach focuses on fluency but not accuracy.
V. The weaker learners who struggle and cannot use the target language continue to make
mistakes and eventually give up. 
VI. During pair and group work activities teacher focus on accuracy through error correction
because learners need to understand their mistakes.
VII. The CLT approach is great for Intermediate and Advanced learners, but for Beginners
some controlled practice is needed.
VIII. The adoption of a communicative approach raises important issues for; Teacher
training, Materials development, Testing. Evaluation. So, it is not suitable for every
teacher and every class.