Oxford Practice Grammar

In the context of teaching English as a Foreign Language (EFL), the grammar-translation method (GTM) is supposed not to be followed if she had been practiced since long in Teaching English (ELT) context Bangladesh, most probably since the introduction of programs of general education in the subcontinent set by the British imperial government during the reign of the British Empire. More recently, the government of Bangladesh has allocated Communicative Language Teaching (CLT) method in the context of primary, secondary and higher secondary education in Bangladesh in the current ELT through a brand new program for twelve years designed by a group of researchers participated actively considered and ELT teachers. some disadvantages of the JWG are responsible for this transition altogether. Therefore, in this brief presentation I would like to endeavor to discuss these problems first and then the effectiveness of the adoption of methods and techniques of CLT to meet the problems created by the JWG.

The disadvantages of GTM in a situation ELT Bangladesh:

Historically speaking, the GTM is the most traditional of all methods where the foreign language education or second in the world. As I mentioned earlier, it had been the method of leading the situation in ELT context of general education in Bangladesh. Before discussing its drawbacks, see what it was, as in a situation of ELT in Bangladesh.

Usually in a situation of ELT in GTM, the terminal objective of learning English has been used to the ability to read and understand the literature of the target language only. What students actually used to learn the culture of the English language only presented by literature and fine arts texts prescribed in writing. In a classroom ELT GTM, the students used to learn English through the study of deductive and prescriptive rules of English grammar followed by the application of these rules in the translation of sentences and parts of Texts given in the first language (L1) learners (which was, of course, Bengali) in the target language or TL (which was, of course, in English) and vice versa. Accuracy, not control, was used to give the utmost importance. Vocabulary was used to be taught primarily by bilingual lists of words, through the references of bilingual dictionaries, and by memorizing English words with their right meanings and explanations Bangla maintaining clear and frequent interference of direct L1 in all the teaching and learning process. Reading and writing are two fundamentally oriented language skills in this method. The text has been used in all publications made up of prose, poetry, grammar and other written works. Long excerpts from great writers used to be standard substances. The teacher had to rely on the normative teachings of the text, exercises and activities and completely inflexible. The driving lessons were fully focused on the teacher if the teacher to be the keynote speaker and authority of the class students were supposed to be silent and passive recipients of language input until the teacher asking their response or they questioned individually in the case of a failure in understanding or the teacher asks them to make the process of drilling group. Success in education had been supported when students were considered capable of producing performance grammatically correct written translation from L1 to L2 and the reverse, including written responses to requests from the socio- culture on the basis of documents provided to students that the language Lear.