ANALYZING THE UTILITY OF GRAMMAR TRANSLATION METHOD & DIRECT METHOD FOR TEACHING ENGLISH AT INTERMEDIATE LEVEL

Abstract

English is considered as fascinating and laureates' language in Pakistan. It has also become a status symbol in our society. Pakistani learners are facing difficulty while studying English because they are not taught English as a skill rather as a subject. For the benefits of students, language teachers had a thrust to invent new methods to satisfy their students' needs. The current study was designed to explore the utility of combination of grammar translation method and direct method for teaching English at intermediate level. The next objective was to investigate the impact of teaching methods on the effectiveness of teachers separately. All the intermediate level teachers from district Bahawalpur were the population of the study. Four hundred teachers were selected randomly from eighty colleges with equal participation of males and females. A selfconstructed instrument Teaching Methods Survey (TMS) was used. Data were analyzed with the help of SPSS version 22. The results revealed that there exists a significant difference between male and female teachers' effectiveness. The mean score shows that female teachers had improved effectiveness as compared with male teachers. There exists non-significant difference between DM and GTM. A nonsignificant difference was found between male and female teachers. The analysis revealed a significant difference between male and female teachers. The mean score shows that female teachers had better effectiveness as compared with male teachers. It is recommended that there should be use of both teaching methods in the context of Pakistan. No single method is successful.

Preferences and Attitudes Towards Teaching Methods Among Bosnian English Language Teachers – Case Study of GTM and DM

“…GTM dominated European and foreign languages from the 1840s to the 1940s (Anabokay & Suryasa, 2019). It started in Germany, specifically in Prussia, at the end of the eighteenth century (Bhatti & Mukhtar, 2017). The main focus of GTM is translating sentences from the native language to the target language and vocabulary (memory & translation).…”

“…Even though it is believed that the Direct method is more efficient than the Grammar Translation method, many studies have shown that both need to be used in the classroom to ensure students' learning and those teachers should strive to find activities that will not bore their students and often those activities may belong to a few different teaching methods. (Bhatti & Mukhtar, 2017;Djauhar, 2021).…”

“…For example, Bhatti & Mukhtar (2017) and Usman, Ayoub & Awan (2018) conclude that college teachers mostly use GTM and that female teachers are "more curious about the effectiveness" (p. 66) of this method, while with the Direct method this difference between the genders of teachers is not noticed. Bhatti & Mukhtar (2017) also conclude that the results and teaching effectiveness of teachers would increase significantly if they used a combination of these two methods, which is an attitude supported by other researchers in this field (Usman, Ayoub & Awan, 2018). Moreover, a study by Katemba & Sormin (2011) showed that pupils' vocabulary is significantly more improved when teachers use GTM rather than the Direct method.…”

A scoping study of “Snapshot” teaching framework

“…In response to the low English-speaking skill performed by students, many teaching approaches or methods emerged from time to time, such as the Audio-Lingual Method, Total Physical Response, and Communicative Language Teaching. In response to it, there are lots of researches in ELT that utilize those methods in numerous settings beneath the same concern (Bhatti & Mukhtar, 2017;Fazil et Journal on English as a Foreign Language,12(1), 74-96 p-ISSN 208874-96 p-ISSN -1657e-ISSN 2502e-ISSN -6615 al., 2018Mart, 2013;Toro et al, 2018;Yuliani, 2018); it is done to assist students' development in their English skills. Speaking skills in the English language is an essential skill needed to be mastered.…”

Students’ and Lecturer’s Perception of the Implementation of Direct Method in EFL Classroom: A Case Study in a Tertiary Level

“…The result of this study showed that the teachers mostly implemented GTM rather than DM, but they have a positive perception of this implementation and argued and assumed that the DM is interesting to be implemented. On the other hand, GTM and DM are assumed better if those are combined at the same time in the learning process (Bhatti & Mukhtar, 2017).…”