Frontiers of Language and Teaching ....

Volume 3 (2012)

Traditional Teaching Methods vs. CLT: A Study

Divya Nimit Walia
IIS University, Jaipur, India
Email: divy81@gmail.com

Abstract
Methodology in language teaching has been characterized in a variety of ways. Within
methodology we have methods and approaches, in which methods are the fixed teaching
systems with prescribed techniques and practices, and approaches are language teaching
philosophies that can be interpreted and applied in a variety of different ways in the
classroom.
Where classrooms in 1950s were dominated by traditional methods of rote learning of
grammar rules, the CLT approach, based on the principle of learning a language by
using it, made an entry into the language classrooms in the 1980s. However, in the
Indian scenario CLT is still not the preferred approach for language teaching (as
indicated by the practitioners of language teaching).Though it is being followed to a
certain extent as a modern teaching technique and is being implemented in the
classrooms according to the learning needs and background of the learners, yet the
findings indicate reluctance on the part of teachers in using it as a language teaching
methodology. Consequently a study is required to find out and explore the challenges
being entailed by CLT resulting in hesitant attitude of teachers in using it in the
classroom. Simultaneously, the paper seeks to compare and contrast it with the
traditional Teaching methods so that the strengths and limitations of the two could be
brought forth and a blended methodology could be suggested for effective language
learning.

Keywords: Methodology, CLT, Traditional Methods, Grammar, Language Learning

Introduction
The period from the 1950s to the 1980s is known as "The Age of Methods," during
which a number of quite detailed prescriptions for language teaching emerged.
Situational Language Teaching evolved in the United Kingdom while a parallel method,
Audio-Lingualism, emerged in the United States. In the middle-methods period, a
variety of methods were proclaimed as successors to the then prevailing Situational
Language Teaching and Audio-Lingual methods.

These alternatives were promoted under such titles as Silent Way, Suggestopedia,
Community Language Learning, and Total Physical Response. In the 1980s, with the
evolution of more interactive views of language teaching, these methods got
overshadowed by Communicative Language Teaching (CLT) approach. The basis of
this approach was a broad set of principles which advocated that:

Learners learn a language by communicating in it.

The goal of classroom activities should be to encourage authentic and meaningful
communication.
An important dimension of communication is fluency
Different language skills should be integrated within the communication
Learning is a process of creative construction and therefore, involves trial and error.

125
Frontiers of Language and Teaching .... Volume 3 (2012)

Another technical advancement that further strengthened the concept of interaction and
communicative competence in the language classroom was the use of Internet and
language laboratory. After having established the importance of communicative
approach in the language classroom, linguists and researchers found that electronic
discourse tends to be lexically and syntactically more complex than oral discourse
(Warschauer, 1996a) and features a broad range of linguistic functions beneficial for
language learning (Chun, 1994; Kern, 1995; Wang, 1993). The paper is an attempt to
draw a comparison and contrast between the traditional approach and the CLT approach
of language teaching and explore reasons for teachers respective preference.

Literature Review
According to B. Kumaravadivelu (1993) Communicative language teaching (CLT)
which started in the early 1970s has become the dynamic power that shapes the
planning, implementation, and evaluation of English language teaching (ELT)
programmers nearly in all parts of the world. Austin J Damiani (2003) in his paper The
Grammar Translation Method of Language Teaching states As a teacher, I liked using
the grammar translation method because I could assume the intelligence of my students;
I could talk to them like the intelligent people that they are, and we could talk about the
grammar and vocabulary that I was teaching. In another method, I would have had to
use simple language and familiar phrases to communicate in the target language, and
even then, I could not be sure that my students knew and understood what it was that
they were saying.
According to Wen Wu (2008) one of the fundamental principles of CLT is that learners
are required to be involved in significant communication to accomplish communicative
fluency in ESL settings. Wenjie (2009) in his study Using Communicative Language
Teaching (CLT) to Improve Speaking Ability of Chinese Non-English Major Students
has also drawn a comparison between CLT approach and Traditional Grammar teaching
approach; however this study was conducted on Chinese students. Sarwar, Alam M. in
his paper Teaching English Grammar through Communicative Language Teaching
Approach (CLTA) in the Context of Bangladesh (2011) defines why and how grammar
fits in CLTA and seeks to understand teaching grammar through communicative
language teaching approach (CLTA) in the context of Bangladesh. A
Contrastive Study of Grammar Translation Method and Communicative Approach in
Teaching English Grammar by Shih-Chuan Chang (2011) aims to compare the
controllability and feasibility of these two approaches and find out which one is more
suitable for grammar teaching in Taiwan. The present paper seeks to bring out the
advantages and limitations of the two methods as experienced by the teachers in the
state of Rajasthan (India) and aims at identifying the more effective methodology of
language teaching

Traditional Methods of Language Teaching

Among the traditional methods popular ones are Grammar translation method, Direct
Method and Audio Lingual Method. The three traditional methods focused more on
learning about a language and as such were based on the following principles

- A careful analysis of the target written language, particularly its grammar.

- Learning of The Grammar rules
- Use of Native tongue as the medium of instruction

126
Frontiers of Language and Teaching .... Volume 3 (2012)

- Greater use of translation exercises

- More emphasis on Reading and Writing Skills

With changing time and specialized language learning needs, these methods failed to
give the desired outcome expected of them. As with any other process, the demands and
needs of language learning keep on changing and so should the methodology and
approach. (Attar and Chopra, 2010) It can be traced back to Hymes(1972), who
proposed that knowing a language involved more than knowing a set of grammatical,
lexical, and phonological rules.

Limitations of Traditional Methods of Language Learning

The traditional methods focus and emphasize mainly on the learning of grammar rule
and vocabulary and as such do not pay much attention to the four skills mainly LSRW.
While writing, students are mainly dependent on grammar rules and translating them
from their native tongue and while reading, grammar translation method produced
habits indicative of deciphering and not of reading (Tyler 2008).
The student tries to understand every single word and its grammatical form, because he
believes it is essential for understanding the text.
Besides, in the traditional methods, there is lack of attention being paid towards
speaking and learning of pronunciation, there is no oral or pronunciation work, since it
is the written language which is taught, and mental discipline is stressed rather than
any ability actually to use the language (White 1988).Jack C. Richards states that
techniques that were often employed included memorization of dialogs, question and
answer practice, substitution drills and various forms of guided speaking and writing
practice (Richards 2006).
Most importantly, traditional methods regarded language learning as transfer of
knowledge with the help of board and rules rather than considering it as a skill, where
learning of rules and vocabulary items in isolation could not yield the desired learning
output.
In order to use the language effectively learners need to develop communicative
competencethe ability to use the language they are learning, appropriately, in a given
social encounter. Hymes' notion of communicative competence was elaborated by a
number of practice-oriented language educators, most notably by Canale and Swain
(1980) who contended that communicative competence comprises grammatical
competence, sociolinguistic competence, discourse competence, and strategic
competence. Thus with 1980s came the approach of CLT, which established interaction
as the means and goal of learning a language and as such involved incorporation of
teaching techniques like role plays, pair work, simulations etc. Though still a popular
approach among the classrooms, it has its own challenges, like, challenge of inculcating
Self Learning, since the teacher involvement is minimal

Communicative Language Teaching (CLT) Approach

The emergence of Communicative Language Teaching approach has led to many
innovations in the field. Its origin can be traced back to the vast human trafficking
emerging in North America and Europe as immigrants and guest workers, thus resulting
in language teaching for specific purpose and combined with functional-notional level
of language learning, forming a cohesive whole: CLT. CLT today has resulted from
many experiments and modifications over the years since its inception in 1970 when it
was first practiced in Germany in a rather crude form. A few years later, in its practice,
the practical aspect of language teaching and learning was emphasized instead of

127
Frontiers of Language and Teaching .... Volume 3 (2012)

previous drill-to-form-habit pattern.

CLT incorporates result oriented activities and student centered approach of language
teaching and considers interactive exercises like games, role-play, and pair/group work
as an integral part of the process of language acquisition. In an article CLT and the 21st
Century, M. Mazhar discusses five categories in which the CLT (authentic material
reliant) curriculum is based. These are as follows:

1 Language Arts: It includes teaching of English through different activities.

2 Language for Purpose: This means teaching language for communication with due
consideration to the learners purpose of communication.
3 Personal Language: This looks at the learner as an individual with a pre-defined set
of psychological strands. This must not, as it cannot, be overlooked while shaping
curriculum, as it demands certain respect for the learner.
4 Theatre Arts: This implies teaching through role-plays, giving the learner an
opportunity to play many roles to understand the meaning in real context.
5 Beyond the Classroom: This focuses on bringing the learners to an environment
beyond the classroom so as to acquaint them with the language used in various real life
situations and contexts. For example if they visit a courtroom trial, an auction
proceeding, etc., they will get to know real language, used there.

Methodology
The primary focus of this paper is to evaluate the significance and challenges of the
CLT approach of language teaching. As the classrooms today are becoming more open
to the experimental modes of teaching, CLT approach too has to some extent made its
way into the classrooms in Rajasthan. However, to what extent it is being used by the
teachers and if not what are the challenges that they face are some of the concerns that
need to be identified and addressed.
In order to assess the practice of the CLT approach in the language classrooms in
Rajasthan, a questionnaire was prepared and was administered to 20 language teachers
from different colleges of Rajasthan. The sample was selected randomly on the basis of
the availability of the teachers on campus on the day of the researchers visit. The other
variables like gender, qualification, experience etc have not been considered for the
study as the emphasis is only on the CLT methodology. The questionnaire that was
administered to these language teachers included questions on frequency of using CLT
approach in the language classroom, various activities/ exercises conducted thereof and
the various challenges that language teachers encounter while implementing this
approach in the classroom, the reasons for their respective preference between
(Traditional Methods and the CLT Approach) The questionnaire was close ended with
multiple responses out of which teachers were required to choose from one to many
responses.

Findings
On the basis of responses elicited from the language teachers indicated the restricted use
of the CLT approach on account of the following limitations:
1. Time Constraints: Organization of activities like simulations and role playing in
a language class requires time and in most language syllabuses, time is a
constraining factor. Similarly for the preparation of interactive exercises, one
has to devote a lot of time.
2. Selection of suitable activities: Some criteria will have to be set before selecting
the appropriate activity. Factors to be considered include the language level of

128
Frontiers of Language and Teaching .... Volume 3 (2012)

the learners, the costs of purchasing or making sets for activities like simulation,
its relevance to the students and so on.
3. Cost Factor: For conducting some of the interactive activities like simulation,
role playing, etc. some kind of preparation in terms of designing and set up is
required. For some of the exercises or games, bigger rooms may be required.
Some activities also involve use of technological devices. As such
implementation of CLT approach becomes a little costlier.
4. Size of the classroom: CLT approach can be used effectively only in a small
sized classroom. The bigger the size, the lesser the participation. In a big
classroom, it becomes difficult to even have control over the classroom and the
students participating in the activities.
5. Hesitation on the part of the students: Most of the time it happens that many
students are hesitant in participating and shy away from the activities where
speaking is involved. At that time it becomes difficult for a teacher to keep a
balance between those who actively participate and the ones who are not willing
to participate.
6. Challenge of Inculcating Self Learning: Since the approach is learner centered
and involves minimum participation of the teachers, students have to be made
independent learners. This becomes challenging because of the over reliance of
students on teachers initiative. The teachers too, on seeing low participation
start communicating with the students to make them talk thus doing most of the
talking in the class. As a result, whole purpose of CLT is defeated.

Conclusion
CLT will continue to be the major general language teaching methodology for years to
come, since it deals with certain factors such as motivation, individualization and
learning strategies which play a major part in teaching any language and the way it is
being taught. Being a learner-centered approach, the role of the teachers is that of
facilitators, who are facilitating language learning for all practical and communicative
purposes by giving students control over their own learning
The approach is gradually gaining popularity in the classrooms everywhere because it is
being realized that this approach is not only effective but is also preferred by both the
teachers and the students alike. What English teachers need, however, is administrative
assurance that their less dominant role in the classroom is not a sign of negligence or
loss of control, but rather a sign of informed belief that students learn best by using
language for purposeful communication.
Despite some of the challenges that this approach poses for the teachers, it has a lot of
advantages that far outweigh the difficulties encountered in its implementation. The
right kind of planning and a right mix of interactive activities and games can make this
approach not only a successful teaching methodology in a language classroom but also
the most effective learning strategy.
However we also cannot simply do away with traditional teaching methods, which
make it possible to recognize a text as a coherent whole and condition the training of a
foreign language. Grammar makes it possible for each one to understand how the
mother tongue functions, in order to give him/her the capacity to communicate its
thought. Once the training regarding the grammar rules has been imparted, CLT
Approach can be introduced to reiterate them through practical exercises and activities
thus facilitating their usage for the purpose of communication.
Regarding Communicative Language Teaching, Howatt (1984) suggests the possible
mix of Grammar and Structure with Communicative Language Teaching Approach.

129
Frontiers of Language and Teaching .... Volume 3 (2012)

According to him, ...attempts to integrate such activities into a wider program of

language teaching. advances the claim that language is acquired through
communication, so that it is not merely a question of activating an existing but inert
knowledge of the language, but of stimulating the development of the language system
itself'. (as quoted in M. Sarwar Alam)
Therefore, mix of Grammar and Communicative Language Teaching Approach can be
considered a fruitful method for the desired level of language learning outcomes,
provided the two are balanced optimally and implemented effectively.

References
Alam, M.Sarwar.(2011) Teaching English Grammar through Communicative
Language Teaching Approach (CLTA) in the Context of Bangladesh. Retreived
from <http://www.articlesbase.com/languages-articles/teaching-english-grammar-
through-communicative-language-teaching-approach-clta-in-the-context-of-
bangladesh-5125815.html>
Attar, Mahan and S.S.Chopra (2010) Task-Based Language Teaching in India. MJAL
2:4
Austin J Damiani. (2003). The Grammar Translation Method of Language Teaching:
London: Longman.
Canale M, Swain M (l980) Theoretical bases of communicative approaches to Second
language teaching and testing. Applied Linguistics 1(1): 148
Chang , Shih-Chuan. (2011) A Contrastive Study of Grammar Translation Method and
Communicative Approach in Teaching English Grammar English Language
Teaching, Vol. 4, No. 2. Published by Canadian Center of Science and Education
Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive
competence. System, 22(1), 17-31
Hymes, D. (1972). Models of the interaction of language and social life. In J.
Gumperz & D. Hymes (Eds.), Directions in Sociolinguistics: The Ethnography of
Communication New York: Holt, Rhinehart & Winston.
Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects
on quantity and quality of language production. Modern Language Journal, 79(4),
457-476.
Kumaravadivelu, B (1993) Maximizing Learning Potential in the Communicative
Classroom ELT Journal Volume 47:11 Oxford University Press.
Mazhar, M. (2006) CLT and the 21st Century Retreived from <http://
http://en.articlesgratuits.com/clt-and-the-21st-century-id677.php>
Richards, Jack C.(2006) The Background to CLT Communicative Language
Teaching Today. Cambridge university Press: New York. pp 6-13
Tyler, Ralph W. (2008) Nature of Learning Activities. Review of Educational
Research. Vol. 1, No. 1, pp. 22-29. The Curriculum. Jan 1931. JSTOR. 22 Mar
2008.
Wang, Y.M. (1993). E-mail Dialogue Journaling in an ESL Reading and Writing
Classroom. Unpublished Ph.D. dissertation, University of Oregon at Eugene.
Warschauer, M. (1996a). Comparing face-to- face and electronic communication in the
second language classroom. CALICO Journal, 13(2), 7-26.
Wenjie, Cai. (2009). Using Communicative Language Teaching (CLT) to Improve
Speaking Ability of Chinese Non-English Major Students. Wisconsin-Platteville
University press
Weu, W. (2008) Misunderstandings of Communicative Language Teaching. English
language teaching Vol., 1 No. 1 June 2008

130
Frontiers of Language and Teaching .... Volume 3 (2012)

White, Ronald V. (1988) The ELT Curriculum. Oxford: Blackwell Publishers Ltd

To cite this article:

Walia, D.N. (2012). Traditional Teaching Methods vs. CLT: A Study. Frontiers of
Language and Teaching, Vol. 3, 125-131.

131