Comparative Study of Grammar-Translation Method vs Communicative Language Teaching in Indian Classrooms

Abstract

This study explores the comparative analysis of the Grammar-Translation Method (GTM) and Communicative Language Teaching (CLT) in English language classrooms across selected schools in Haryana. As English education in India continues to evolve, the tension between traditional and modern teaching methods remains a topic of both academic and practical interest. Using a descriptive research design, data were collected through structured questionnaires administered to English language teachers and secondary-level students in 15 schools. The findings reveal that while CLT is generally preferred for developing speaking and listening skills due to its interactive, student-centred approach, GTM is still widely used and valued for its focus on grammar, translation, and exam preparation. Teachers and students alike acknowledged the benefits and limitations of both methods. The study concludes that a hybrid, context-sensitive approach—one that incorporates the strengths of both GTM and CLT—may be the most effective way forward for English language teaching in India. This research contributes to the growing body of literature advocating for adaptable teaching practices tailored to the specific needs of diverse educational environments.