A Contrastive Analysis of Traditional Grammar Teaching and Communicative Language Teaching in Teaching English Grammar and Vocabulary

Autor/inn/en	Çiftci, Harun; Özcan, Mehmet
Titel	A Contrastive Analysis of Traditional Grammar Teaching and Communicative Language Teaching in Teaching English Grammar and Vocabulary
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 2, S.709-729 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çiftci, Harun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Contrastive Linguistics; Teaching Methods; Communicative Competence (Languages); Grammar; Translation; Second Language Learning; Second Language Instruction; English (Second Language); Vocabulary Development; Comparative Analysis; Error Analysis (Language); Pretests Posttests; Oral Language; High School Students; Grade 9; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Error analysis; Language; Fehleranalyse; Oral interpretation; Mündlicher Sprachgebrauch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Türkei
Abstract	This study aimed to compare whether Traditional Grammar Translation Method (henceforward TGTM) or Communicative Language Teaching (henceforward CLT) was more effective in teaching English language grammar and vocabulary. The participants of this study were sixty-eight 9th grade students attending to a high school. Mixed methods research design was grounded comprising a pre-test and post-test quasi-experimental design. The results of the pre and post-tests, quizzes and the oral productions of the participants were analyzed based on error analysis. It was observed that the students, who were taught English grammar via TGTM made fewer errors than those who were taught via CLT in both their written and oral productions. Additionally, vocabulary production was higher for the students who were taught based on TGTM than those in CLT. As a result, the quantitative and qualitative findings of the study suggested that TGTM was more practicable and productive than CLT in teaching and learning English grammar and vocabulary. (As Provided).
Anmerkungen	Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01