Reassessing the Efficacy of Grammar Translation Method in Primary English Grammar Instruction

Abstract

The study "Reassessing the of Efficacy Grammar Translation Method in Primary English Grammar Instruction", an attempt is made to examine the suitability of GTM in fostering communication skill among students. The study adopts a mixed-method technique, combining both qualitative and quantitative methods. There is a qualitative piece that is collecting student views on creative story writing skills, while the quantitative part relates to the administration of Yes/No and How/Why questionnaires to teachers. This study is based on Class IV students at Aziz Bhatti Shaheed Army Public School and College, a sample size of ten selected through Random sampling is five Male and five Female. The writing was assessed using a task-based learning framework adapted from Jane Willis's model in A Framework for Task-Based Learning (1996). The evaluation focused on the GTM ability to improve precision and communicative writing tasks in grammar. The results indicate that although teachers favor Communicative Language Teaching (CLT) for the purpose of improving communicative competence, certain features of GTM are also deemed necessary to address grammatical rules in writing by assisting students in memorizing and practicing them.