Perceptions of Grammar-Translation Method and Communicative Language Teaching Method Used in English Classrooms

https://doi.org/10.32996/jeltal.2023.5.2.12
Grammar-Translation Method; Communicative Language Teaching Method; English Classrooms; Chinese High School Students; Perceptions

Authors

  • Huaijin Wu Ph. D. Candidate, College of Arts and Sciences, University of the Cordilleras, Baguio City, Philippines
  • HUANAN SU
    suhuanan943397038@gmail.com
    Ph. D. Candidate, College of Arts and Sciences, University of the Cordilleras, Baguio City, Philippines
  • Mengjiao Yan Ph. D. Candidate, College of Arts and Sciences, University of the Cordilleras, Baguio City, Philippines
  • Qingjie Zhuang Ph.D. Student, College of Business Administration, University of the Cordilleras, Baguio City, Philippines
Vol. 5 No. 2 (2023): Journal of English Language Teaching and Applied Linguistics
Articles
May 15, 2023

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The Grammar-Translation method and Communicative Language Teaching (CLT) were both used in English classrooms in high schools in China. This research is a meaningful attempt to investigate the high school student's perceptions of the two mentioned language teaching methods and corresponding learning activities in terms of enjoyment and effectiveness so that their voices can be heard. By applying a quantitative research design using the descriptive approach, questionnaires were answered by the Grade 10 students as well as an informal interview with the teacher. It was found that the grammar-translation method is more favorable than CLT by both the students and the teacher. The implication is that CLT should be given more chances to be practiced by the teachers and students under the new curriculum reform.