Contents
SL. No
2 Abstract
3 Introduction
4 Literature Review
5 Methodology and Methods
6 Objectives
7 Problems of the study
8 Methodologies
9 Data Collection
10 Result and Analysis
11 Recommendations
12 conclusion
13 Reference
14 Questionnaire
15 Bar Chart
Abstract
Last few decades GMT (Grammar Translation Method) has dominated over the methods. Widely used grammar translation method was a remarkable of ELT. As it was served few decades like that it was more drawbacks. Reading and writing both has brought changed education system but a little effective to the learners and teachers. The direct method is another one that deals with speaking and listening not with writing and reading which has shown its contribution the last two decades of the nineteenth century. Both methods concern with the syntactical structures, grammatical rules, memorization of vocabulary, translated books. Each of methods is incomplete to providing all equipments of English language teaching. On the other hand CLT method has shown the most effective ways to the ELT project as soon as in the proper time. Revolution on the speaking, listening, reading, and writing is common phenomenon in ELT through CLT method applying. CLT (communicative Language Teaching) took the place of GTM in purpose to make the students skilled on four skills like listening, speaking, reading, and writing. Later it was updated with some components of GMT. Rather than Bangla medium, English medium students are being taught with Direct Method emphasizing on target language.
This research will be conducted by field research methodology and concern with analytical research types will evaluate the following criteria’s……..
Identifying the drawbacks and limitations of the existing language teaching methodologies at secondary level.
Finding out the most effective methodology.
Measuring the output of the students and capability of teachers.
Comparing among different language methodologies.
Evaluating the internal and external sequences.
After all, this evaluation would suggest the most effective language teaching methodology at secondary level in Bangladesh.
Introduction
E L T Research Project is a course for the second language learners whose native language is not English that is why this research project leads us how learners can learn a second language using first language in a short time through showing students problems, by collecting data, observation to the schools and applying methods using CLT method in the students. It is a way of analysis of the methods in the class room. Besides here has described how we can remove traditional methods and can evaluate education system at the secondary level in Bangladesh which is discussed according to the modern education system and based on learners demand . This research paper shows learners weakness, unwillingness, disappointed, problems of learning, understanding, listing, speaking, reading and writing, lack of motivation from the teachers, unskilled teachers teachings and so on. And removes problems of learning, providing materials, adaptation of classroom according to students demand, using CLT method exchange of grammar translation method, showed sufficient training teachers all of these are major illustration parts of the evaluation of education at the secondary level in Bangladesh. Above describing points directs authorities to take correct decision to develop not only students and teachers but also in whole education system at the secondary level in Bangladesh. All of the matters which are especially related with the methods are shown in the research paper by judgment.
Literary review
The specialists of the language say that Grammar translation method is an effective language teaching method like Richard and Rojers state GTM is a method of which there is no theory, there is no literature that offers a rational as justification for it that attempts to relate it to issue in linguistics, psychology or educational theory” CLT also contains controversy.
Linguists state Brown (1994) draws attention to the importance of real life communication generating unrehearsed language performances out of the classroom, developing linguistic fluency and facilitating foreign language learning about direct method.
Sauveur and Franke proposed that language teaching should be undertaken within the target language system which was the first stimulus for the rise of the direct method. The audio-lingual method was developed in an attempt to address some of the perceived weaknesses of the direct method. The behaviorist approach to learning is now discredit thus audio lingual method deals with.
The report of the English Teaching Task Force (1976), McGinbey(1981) and the Bsseline survey of secondary school English teaching and learning (1990) have all shown similarly depressing findings about English proficiency. In 1990- 1994 syllabuses from school years six and ten was revised, text books for years six to eight were re-written, the English syllabus for the teacher training schools was developed. In 1998-2002, ELTIP (English language teaching improvement project) aimed at improving the teaching of communicative English in secondary schools through training of trainers and the development of new text books on the principle of communicative language teaching for classes nine – ten . But the question arises: how will the schools provide qualified teachers to carry out this English medium teaching?
The 1990Baseline survey found that the English proficiency of many English teachers was far below than what was required.
Methodology and Methods
The methodology is related with systematic and scientific producing of the target language. Most often, methodology is understood to mean methods in a general sense, and in some cases it is even equated to specific teaching techniques. It does in fact involve much more than that. There are many types of methods like Classical Method, Series Method, Grammar Translation method, Army method, and direct method, Audiolingual Method, Berlitz Method, Counseling learning Method or Communicative Method and so on. Most popular methods are as Grammar Translation Method, Direct Method, Audiolingual Method and Communicative Method. To be a method will be concerned with three basic tasks these are approach, design and procedure. Of these three elements should have in a method.
Approach
Approach is theoretical position and belief about the nature of language, the nature of language learning, and the applicability of both of pedagogical settings. It opens the methods of learning of target language in a proper judgment. It is specification of the methods to learn the language how other methods will start in a formal way.
Design
Design is the planning of the target language it shows elements arrangement according to the theoretical and systematic way. Confirmation of the curriculum to based on the target language, and follow the manners to gives the shape of design. Design is the syllabus or curriculum for carrying out a particular language programmed. It includes the specification of teacher and student roles, objectives, selection and sequencing materials to meet the needs of designated group of learners in a defined context.
Procedure
Procedure is the total activities of the whole design. In implementation of the language to learn target language gives directions of the language learning. Procedure, sometimes called technique in a narrow sense, is any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives. It is the level at which approach and design are realized through classroom practices and behaviors. There are three dimensions to a method at the level of procedure a. the use of teaching activities, as drills, dialogues, information gap activities etc; b. the ways in which teaching activities are used and c. giving feedback to learners concerning the form or content of their utterances.
Grammar Translation method:
Grammar Translation Method is an old and traditional method of ELT or the English language teaching. It emphasizes on the writing and reading but not speaking and listening. At the beginning of ELT it is shown memorization vocabulary and grammatical rules are main elements of the language teaching. In the western world back in the 17th, 18th and 19th centuries, foreign language learning was associated with the learning of Latin and Greek, both supposed to promote speakers’ intellectuality. At the time, it was of vital importance to focus grammatical rules, syntactic structures, along with rote memorization of vocabulary and translation of literary texts. There was no provision for the oral use of the languages under study. Late in the nineteenth century, the classical method came to be known as the Grammar Translation Method. The grammar translation method dominated foreign language teaching FLT in the 19th century and in some respects continues to be influential in FLT up to this day. Proponents of this method believe that learning a foreign language is achieved through the constant and fast translation of sentences from the target language into the learner’s first language and vice versa. Correct translations of written texts require (a) knowledge of a vast amount of vocabulary, and (b) knowledge of rules of grammar, which allows learners to analyze and understand the construction of target language sentences, thus preventing their misinterpretation. It reflects the view of faculty psychologists that mental discipline is essential for strengthening the powers of the mind.
Key features
The key features of grammar translation method are as follows:
1) Target language is a little used rather mother tongue is most use to learn target language in the classes.
2) Much vocabulary memorization is most one in form of lists isolation.
3) Complex grammatical structures are learnt up to the goal.
4) Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
5) Reading of difficult classical texts is begun early.
6) Little attention is paid in the content of texts, which are treated as exercises in grammatical analysis.
7) At the learning no attention pays to the pronunciation.
8) Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
Techniques
The teaching techniques in the grammar translation method are as follows:
I. Translation: Target language translated to following native language into literary passage.
II. Reading comprehension: Information finding, to taking decision to make correction related with personal experience.
III. Antonyms and synonyms: Finding antonyms and synonyms for words or sets of words.
IV. Cognates: Learning spelling /sound patterns that correspond between L1 and the target language.
V. Deductive Application of rule: Understanding grammar rules and their exceptions, then applying them in a new examples
VI. Fill in the blanks: Filling in gaps in sentences with new words or items of a particular grammar type.
VII. Memorization: Memorizing vocabulary lists, grammatical rules and grammatical paradigms.
VIII. Vocabulary practice: Students create sentences to illustrate them know the meaning and use of new words.
Composition: Students write about a topic using the target language
Drawbacks
Obviously, there are many drawbacks of grammar translation method. Virtually no class time is allocated to allow students to produce their own sentences, and even less time is spent on oral practice. There are even little contextualization of the grammar although this of clause depends upon the passages chosen and the teacher’s own skills. Culture, when discussed is communicated through means of reading passages, but there is little direct confrontation with foreign elements. Perhaps more seriously, the type of error correction that this method requires can actually be harmful to the students’ learning processes; students are clearly in a defensive learning environment where right answers are expected
Very few modern language teaching experts would say that grammar translation method is an effective language teaching method, and fewer dare to try and asserts that it results in any kind of communicative competence. As Richards and Rodgers (1986:5) state; it is a method for which there is no theory. There is no literature that offers a rationale or justification for it that attempts to relate it to issues in linguistic, psychology, or educational theory.
Usefulness
Despite all of these drawbacks, there are certain positive traits to be found such a rigid environment. The method is still common in the many countries, even popular. Brown (1994-53) attempts to explain why the method is still employed by point out: it requires few specialized on the parts of teachers. Tests of grammar rules and of translations are easy to construct and can be objectively scored. Many standardized tests of foreign languages still do not attempt to tap into communicative abilities, so students have little motivation to go beyond grammar analogies, translations, and rote exercises.
It is often suggested for particular type of students. For the left brained students who respond well to rules, structure and correction the grammar translation method can provide a challenging and even intriguing classroom and environment.
Direct Method
The Direct Method stresses all foreign language teaching should occur in the target language only, with no translation and an emphasis on liking meaning to the language being learned. The method became very popular during the first quarter in the 20th century, especially in private language schools in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively. One of the famous advocates of the direct method was the German Charles Berlitz, whose schools and Berlitz Method are now world renowned.
Objectives
The basic premise of the Direct Method is that students will learn to communicate in the target language, partly by learning how to think in that language and by not involving L1 in the language learning process whatsoever. Objectives include teaching the students how to use the language spontaneously and orally, linking meaning with the target language through the use of regalia, pictures or pantomime. There is to be a direct connection between concepts and the language to be learned.
Key Features
The key features of the Direct Method are the following:
1) Classroom instruction is conducted exclusively in the target language.
2) Only everyday vocabulary and sentences are taught.
3) Oral communication skills are built up in a carefully traded progression organized around question and answer exchanges between teachers and students in small, intensive classes.
4) Grammar is taught inductively
5) New teaching points are taught through modeling and practice.
6) Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
7) Both speech and listening comprehension are taught.
8) Correct pronunciation and grammar are emphasized.
Techniques
Here are some typical techniques of teaching in the Direct Method:
1) Reading Aloud: Reading sections of passages, plays or dialogues aloud.
2) Question and answer Exercise: Asking questions in the target language and having students answer in the full sentences.
3) Student Self Correction: Teacher asks students and students ask students questions using the target language.
4) Fill in the blank Exercise: Items use target language only and inductive rather than explicit grammar rules.
5) Dictation: Teacher reads passage aloud various amounts of times at various tempos, students writing down what they hear.
6) Paragraph Writing: Students write paragraphs in their own words using the target language and various models.
7) Conversation practice: Teacher asks students and students ask students questions using the target language.
Advantages and limitations
The Direct Method is undoubtedly a highly effective method in terms of teaching language learners who are very competent in using the target language communicatively. However, it requires small class sizes, motivated learners and talented teachers in order to succeed really well. There is a fundamental flaw to the Direct Method- it can not ensure students’ achievement in a sufficient level of proficiency in L2 structure and reading. The method contains nothing in its essential theory and principles that deals with the learners themselves.
The Direct Method was an important turning point in the history of foreign language teaching and represented a step away from the Grammar Translation Method that was progressive and heading in the right direction. By the late 1920s, the method was starting to go into decline. But it continued to enjoy a popular following in private language school circles, and it was one of the foundations upon which the well known Audio-lingual Method expanded through the 20th century.
The Audio-lingual Method
The Audio-lingual Method, or the Army Method, or also the New Key, is the mode of language instruction based on behaviorist ideology, which professes the certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The instructor would present the correct model of a sentence and the students would have repeated it. The teacher then continues by presenting new words for the students to sample in the same structure. There is no explicit grammar instruction- everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output.
Objectives
The overall goal of the Audio-lingual Method is to create communicative competence in learners. However, it is thought that the most effective way to do this is for students to over learn” the language being studied through extensive repetition and a variety of elaborate drills. The idea is to project the linguistic patterns of the language, based on the studies of structural linguistic, into the minds of the learners in a way that makes response automatic and habitual. To this end it is held that the language habits of the first language would constantly interfere, and the only way to overcome the problem is to facilitate the learning of a new set of habits appropriate linguistically to the language being studied.
Key Features
Here is a summary of the key features of Audio-lingual Method:
1) New material is presented in dialogue form.
2) There is dependence on mimicry, memorization of set phrases, and over learning.
3) Structures are sequenced by means of contrastive analysis and taught one at a time.
4) Structural patterns are taught using repetitive drills.
5) There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation.
6) Vocabulary is strictly limited and learned in context.
7) There is much use of tapes, language labs, and visual aids.
8) Great importance is attached to pronunciation.
9) Very little use of the mother tongue by teachers is permitted.
10) Successful responses are immediately reinforced.
11) There is great effort to get students to produce error free utterances.
12) There is a tendency to manipulate language and disregard content.
Techniques
Here are some common techniques closely associated with the Audio-lingual Method:
1) Dialogue Memorization: Students memorize an opening dialogue using mimicry and applied role playing.
2) Backward Build up: Teacher breaks a line into several parts, students repeat each part starting at the end of the sentence and expanding backwards through the sentence, adding each part in sequence.
3) Repetition of Drill: Students repeat teacher’s model as quickly and accurately as possible.
4) Chain Drill: Students ask and answer each other one by one in a circular chain around the classroom.
5) Single Slot Substitution Drill: Teacher states a line from the dialogue, then uses a word or a phrase as a cue that students, when repeating the line, must substitute into the sentence in the correct place.
6) Multiple-slot Substitution Drill: Same as the single Slot drill, except that there are multiple cues to be substituted into the line.
7) Transformation Drill: Teacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to be turned into a negative statement, etc.
8) Question and answer Drill: Students answer or ask questions very quickly.
9) Use of Minimal Pairs: Using contrastive analysis, teacher selects a pair of words that sound identical except for a single sound that typically poses difficulty for the learners, students are to pronounce and differentiate the two words.
10) Complete the Dialogue: Selected words are erased from a line in the dialogue and students find and insert.
11) Grammar Games: Various games designed to practice a grammar point in context, using lots of repetition.
Strength and weakness
The Audio-lingual Method represents a major step in language teaching methodology that is aimed squarely at communicative competence. A teacher that can use the method well will generally be able to create what appear to be very productive students. The extensive and elaborate drills designed to facilitate over learning and good language habit forming are an innovative addition to the techniques used to practice language, and many of them are featured as essential parts of communicative methods that followed the Audio-lingual Method.
The Audio-lingual Method falls far short of the overall goal of creating sustainable long term communicative competence in language learners. The linguistic principles upon which the theory is based emphasis of surface forms of language and not the deep structure. The method does nothing to address the issues of errors and their analysis. The highly teacher orientated classrooms are designed to produce language users whose proficiency stems from some kind of auto pilot mentality.
Communicative language teaching
The Communicative language is interaction of language learning to communicate development of target language. Emphasis on four skills of language learning speaking, listening, reading and writing which provide to goal of target language learning. Oral speaking is source but no initially payment on defects of learners. Real views of situations are learnt by using authentic texts using. The powerful and active performances of language acquisition through fluency not accuracy at the beginning time of learning. It deals to reach of the mark of target language through target language. Little grammatical, no more complex structure, no highlighting of syntactical structures, but strong improvement of oral communication skill development to make situation in the related topics that has experienced before.
Theoretical Basis
CLT starts from a theory of language as communication. The goal of language teaching is to develop what Hymes referred to as ‘communicative competence’. It means what a speaker needs to community. Learning a second language is viewed by the proponent of CLT as acquiring the linguistic means to perform different kinds of functions, as Holliday counts them: instrumental, regulatory, interactional, personal, heuristic, imaginative and representational. According to Richards and Rodgers (2001), there are four characteristic of the communicative view of language:
1) Language is a system of expression of meaning.
2) The primary function of language is to allow interaction and communication.
3) The structure of language reflects its fundamental and communicative uses.
4) The primary units of language are functional and notional categories, rather than structural ones.
Objectives
The levels of objectives in CLT may be described in the following terms:
1) An integrative and content level: Language as a means of expression;
2) A linguistic and instrumental level: Language as a semiotic system and an object of learning;
3) An affective level of interpersonal relationships and Conduct: Language as a means of expressing values and judgments about oneself and others;
4) A level of individual learning needs: Remedial learning based on error analysis;
5) A general educational level of extra-linguistic goals: Language learning within the curriculum.
Basic Features
Here are five basic characteristics of Communicative Language Teaching:
1) Through interaction in the target language an emphasis on learning to communication;
2) According to situational language needs the introduction of authentic texts learnt;
3) The provision of opportunities for learners to focus, not only on the language but also on the learning process itself;
4) An enhancement of the learner’s own personal experiences as important controlling contributing elements to classroom learning;
5) Classroom language learning link with outside of classroom activation;
Teaching procedure
CLT is a generic approach and entails using practices in the classroom in any sort of systematic way. Various kinds of activities may be used in classroom such as role play, interviews, information gap, games, language exchange, surveys and pair work. However, not all will restrict their activities solely to these. Some classes will have the students take occasional grammar quizzes, or prepare at home using non- communicative drills, for instance. The classroom practice may include the following:
1) A motivation discussion on situational and functional based on presentation in specific dialogue or many mini dialogues.
2) Oral practice of each utterance of the dialogue segment.
3) Questions and answers based on the dialogue topics and situation.
4) Students’ personal experiences directed by answers and questions.
5) Studying basic communicative expressions in the dialogue or structure that exemplifies certain function.
6) Learner discovery of the generalizations or rules underlying the functional expression or structure.
7) Oral recognition and interpretative activities.
8) Oral production activities, proceeding from guided to freer communication.
Syllabus
In CLT usually a notional – functional syllabus is followed. In this type of syllabus, instruction is organized not in terms of grammatical structure, but in terms of ‘notion’ and ‘function’. But there are other proposals. The type of syllabus may be: 1. Structures plus functions,2. Structural, functional and instrumental,3 interactional, 4. Task- based, and 5. Learner generated.
Roles of teachers and students
Teachers in communicative classrooms will find themselves talking less and listening more and becoming active facilitators of their students’ learning. He may play his role as needs analyst, counselor and group process manager. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. Students are more responsible managers of their own learning.
Objectives
Evaluation of language teaching is widely describing topic and its vast discussion in present time out of limitation what cannot describe in a short time. Regarding the present syllabus based on CLT approach at the S.S.C level the researcher’s goal is to analyze and evaluate its merits and drawbacks and to give some suggestions to come out of the drawbacks at the same time. So, the researcher has tried to focus on the following objectives:
• To analyze and evaluate the present syllabus based on CLT approach at S.S.C level and find its merits that how much it is helpful in learning English. At the same time, to find out the drawbacks and what should be changed or modified to make it up to date and effective.
• To find out the causes why a large number of students fail in English every year in spite of introducing CLT approach in the recent years which provide four skills to learn second language in time.
• To investigate whether the students are able to adapt with the present syllabus with the CLT approach or applied in practical life.
• To investigate whether the teachers and students are interactive enough with each other this is very important in communicative language teaching and learning.
• It deals the basic concept of English which make every student more active in the study.
• To learn usefulness and items how a student can learn second language as soon as possible.
• To find out the problems of the students that helps them easily to learn as second language.
At eventually ELT has sufficient parts which can change complete education system at secondary level in Bangladesh to fill up these ways only newly researches can solve the problems to show the direction to the students in a proper identification.
Problems of the study
Although ELT research has most contribution to reach at the mark but problems of the study is more applicable especially to the students of university level. A few students can understand this huge research project yet majority percentage is not clear about the evident knowledge of research. To know accurately each part of the research paper which goes through several steps, like data collection, field research, and document analyze etc.
Respondent’s way of response during data collection was satisfactory but they could not cope with situation as they were not experienced earlier about these sorts of activities. That is why there is possibilities not find out the transparent opinion.
As the concept of second language acquisition is still not transparent towards the students of root level further secondary students so that notion of ELT or language teaching methods unknown to them. It is the question regarding the points of balancing the paper.
Instructors can’t also cope with the aspect of all methods at once. They deal with the respective curriculum given by the government or board as there is not any further study center of ELT in Bangladesh.
The concerning matter or issue is that students are not more eager to understand a long terms in a long period passing. Identification is not out come from the students which is another cause for their study of research. Apart above these related reasons we are worried by our respectable teachers not inspiration process rather far away to form the clear concentration about the study of ELT at the secondary level in Bangladesh.
Methodologies
This is a field research where data are collected through questionnaire, face to face personal interview and etc. The data are arranged in this research paper according to search different types of books, websites, notes and teacher’s lectures. Apart these all of information of research paper are made by each member of group whose contributions are more reliable and personal interview of the headmasters and assistance English teachers of different institutions who are helped us in different way to complete this research paper. This research is categorized as a Empirical research as it has enough evidence and proof regarding the whole procedure further the researchers contain vast knowledge in every sorts of data and information. This data based research is verified by vast observation and experiment. Researchers pay attention towards the attitude scales and socio metric scales during their data collecting procedure. Personal interview is conducted with detailed schedule through open and closed questions. During the procedure of questionnaire, respondents are emphasized about their identification of social, economic and educational background. In summing up , it indicates that the researchers do not deal out of the restricted criteria’s and this research is designed with structured design and pattern.
Data Collection and Analysis:
Data collection process was accomplished through Questionnaire and personal with the language teacher of the respective institutions. Questionnaire features with the question regarding language teaching method and different skills of those methods. Respondents and instructors are supposed to choose an option through YES/NO.
Sampling plan for the students’ questionnaire survey
Category of the institutions Serial no Name of the institution Total number of students Present students Observed students Result of the Survey
Secondary level 1 Hazi Mohammad Ali Model school 65 35 35 100%
Secondary level 2 Daffodil kinder Garden and High School 85 65 65 100%
Sampling plan for the teachers’ questionnaire survey
Category of the institutions Serial no Name of the institution Total number of language teachers Present teachers Observed teachers
Secondary level 1 Hazi Mohammad Ali Model school 3 3 1
Secondary level 2 Daffodil kinder Garden and High School 4 4 2
Sampling plan for the teachers’ interview survey
Category of the institutions Serial no Name of the institution Total number of language teachers Present teachers Interviewed
teachers
Secondary level 1 Hazi Mohammad Ali Model school 3 3 2
Secondary level 2 Daffodil kinder Garden and High School 4 4 1
Data Analysis Though Statistic Way:
Grammar Translation Method and Communicative Language Teaching are the applied methods of language teaching basically Second language acquisition in secondary level in Bangladesh. Researchers pay attention regarding these two methods respectively. Respondents mark towards Grammar Translation Method.
Frequency statistics of the students regarding GTM (Grammar Translation Method)
Attitudes Numeric value Frequency Percentage Valid percentage Cumulative percentage
SA
5.00 36 42.5 42.5 52.5%
A 4.00 30 39.0 39.0 49.5%
UNC 3.00 15 20.0 20.0 26.0%
DA 2.00 12 13.5 13.5 16.25%
SDA 1.00 8 9.00 9.00 12%
SA = strongly agreed
A = Agreed
UNC = Uncertain
DA =Disagreed
SDA = Strongly Disagreed
Frequency statistics of the students regarding CLT (Communicative Language Teaching)
Attitudes Numeric value Frequency Percentage Valid percentage Cumulative percentage
SA
5.00 25 30.25 30.25 37.75%
A 4.00 23 29.75 29.75 37%
UNC 3.00 14 16 16 18.50%
DA 2.00 17 20.25 20.25 25.50%
SDA 1.00 13 15.25 15.25 18.25%
SA = strongly agreed
A = Agreed
UNC = Uncertain
DA =Disagreed
SDA = Strongly Disagreed
Result and Analysis
Survey says 52% marks their concept to GTM (Grammar Translation Method) whereas a 37.5% student marks for CLT (Communicative Language Teaching). Though they did not have transparent idea about Direct Method and Audio lingual Method but as respondent’s we asked with the approaches those methods through questionnaire 10% respondent’s response regarding Direct Method and 8% respondents’ response for Audio-lingual method.
Throughout the personal interview and questionnaire with language teacher it is transparent they support for GTM but they prefer CLT 100% instructor want the full application of CLT whereas 5% say for GTM 10% say for Direct method and 8% say for audiolingual method.
CLT deals with four skills like listening, reading, writing and speaking. Students of secondary level can cope with reading a little bit. Only 60% students’ remarks they can capture the speech and pronunciation of the native speaker of the respective language.
Survey shows us only 5% students can maintain the strategy of their writing. Very poor condition of writing was seen in spite of Grammar Translation Method. As almost 90% students like to memorizing their lessons rather than learning through rational way also they were not motivated to learn on that way. Capability of speaking is below the expectations and capability of reading towards the expectations.
Almost 90% above language teachers say that they are not satisfied with their student’s classroom activities and group/ pair activities outside the classroom. They do not impose students to read different classical text. Teachers put emphasis on learning syntactical structures which is an aspect of GTM indeed.
Recommendations
It is clear view throughout the analysis is that most of the students are studying GTM method but they support CLT method. It is preview of the data collection not much agreed with the education system even headmaster has given their disagreed comments about present education system at the secondary level in Bangladesh. Most of the materials which are related with education are not sufficient according to development of the language teaching environment. About 95% students do not want GTM method rather they want adaptation of the CLT method. The supporting is not more to traditional method that proves modern education method is applicable for the students. Besides other methods are not using, another backward in our education at secondary level in Bangladesh. The most effective result to be conscious has awaken through students understanding, yet unqualified teachers, lack of equipments, insufficient subject knowledge, old method using for learning English is common in the class room. Their faults and defects are caught through asking questions and few responses which indicate us underline their problems. The weakness is confessed without any remarks. And they hope related materials with education especially related CLT method are provided by govt. to remove all types of impediments.
Students should be motivated about their desired goal as survey says almost 90% students do not know their desired goal also they are not conscious enough that where they will use this language. Learners should be given clear notion about the respective language as 5% respondents remark English as subject not as language.
Classroom activities should be more students oriented. Instructor should be given training and being expert with the materials and module of language teaching.
Techniques of Direct method like reading aloud, Dictation, Conversation can be applied with the existing methods. Techniques of Audio-lingual method like chain drill, repetition drill, question and answer drill should b applied in order to remove hesitation of learners.
Skills of CLT are enough to make a student comprehended about communicative competence. Student should be motivated by the teachers and teachers should be motivated by the authority.
Number of the language teacher should be increased. Survey say so only 2 language teachers are standby behind 6oo students. Ratio of teacher and student should be dynamic. Survey says the respective classroom cope with 90:1 whereas the standard ratio for in almost 100% aspects of language teaching.
Conclusion
ELT is universal way through using methods, by research paper shows the solution of the problems and how as early as possible to learn second language learners utilizing methods especially CLT is another new method for the native learner to learn second language in short time and very rapidly. ELT denotes the learning of English whose native language is not English. To become more active in basic conception like listening, speaking, reading, and writing through using appropriate method as CLT and remove old or traditional method GTM and its drawbacks, limitation of language teaching method. Showing objectives of the methods advantages, disadvantages, perfect using of the methods, weakness of the students to refer data collection and discover outline to provide ideal education in a accurately way. Concerned authority should take instant to remove these limitations.
References
Barman Binoy, Zakia sultana, Binoy Lal Basu.ELT Theory and Practice.Dhaka; Friends Book Corner. 2007.
Kothari C.R. Research Methodology.Delhi; New Age International Ltd. 2006-2007
<http://www.wikipedia.org>
http://www.englishclub.com/history/ELT.
Mcdonough Jo,Christopher Shaw.Materials and Methods in ELT.London;Blackwell Publishing Ltd.2004
Evaluation of Language Teaching Methods in Secondary Level in Bangladesh
Question for student, Tick the preferred answer
1. Are you thinking method is responsible for weakness in English?
Yes /No
2. English is a
Language /subject
3. Can you capture your teacher’s speech during class?
Yes/No
4. Do you memorize vocabulary?
Yes /No
5. Do you think your English class should be fully conducted in English?
Yes/No
6. You study English for
Learning /communication
7. Without learning translation can you be expert in English?
Yes/No
8. Is structure important in language learning?
Yes /No
9. What is your desired goal?
Communicative competence / linguistic competence
10. Do you know where you will use English?
Yes /No
11. Do you want any change regarding your language learning?
Yes /No
12. Do you have any pair/group activities regarding English?
Yes/No
13. Do you capture the pronunciation of foreigners when you watch TV or hear radio?
Yes/No
14. Do you learn spelling or sound patterns?
Yes/No
15. Do you link classroom language learning activities with language activation outside the classroom?
Yes/No
16. Which method do you want?
Grammar Translation Method/ Communicative Language Teaching
17. Do you believe communicative language teaching method is active method for English learning?
Yes/No
Evaluation of Language Teaching Methods in Secondary Level in Bangladesh
Question for teachers, tick the preferred answer
1. Which method do you prefer in Language teaching?
A. CLT B. GTM C. BOTH
2. Purpose of CLT is communication agree?
Yes/No
3. Are you satisfied about your student’s performance regarding ELT?
Yes /No
4. Do you think that second language should be taught in collaboration with mother language?
Yes/ No
5. Is a classroom activity important for language teaching?
Yes /No
6. The students who know GTM are better expert than the others in all branches of language do you agree?
Yes / No
7. In Bangladesh GTM is only for passing required examination? Is it true?
Yes /No
8. Do you motivate student for pair/group work?
Yes /No
9. Audio-lingual method should be added in language teaching methodology in Bangladesh agree?
Yes /No
10. Language should be taught in target language agree?
Yes /No
11. Do you think culture is important for direct method?
Yes /No
12. Do you impose student to read different critical text?
Yes /No
13. Can students write composition in target language?
Yes /No
14. CLT is an attempt to link inside and outside activity of classroom agree?
Yes /No
15. Do you take c lass through oral practice and dialogue segment?
Yes /No
Acceptance of each Method towards the Students
Chart -1
Positions of the methods in Bangladesh
Category 1- Situational Language Teaching
Category 2- Audio Lingual Method
Category 3- Direct Method
Category 4- Communicative Language Method
Dedicated to
We dedicate this research paper to our honourable teachers of English department in Asian University of Bangladesh and all of our group members who had accompany to make this valuable research paper in time.
Acknowledgement
We are grateful to our dear sir Mr. Akram Hossain asst. Professor, Dept. of English, AUB. His contribution, effort, and sacrifice were admirable to make this research paper. Further I would like to thanks Mr. Abdur Rahim, Headmaster of Hazi Mohammad Ali Model School and Mazibur Rahaman in Daffodil Kinder Garden and high school that have helped us to collect data for our research paper in time. Apart this we want to appreciate all of the students, teachers, stuffs and coordinator for their outstanding contribution after completing this research paper.
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