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Data were collected via questionnaire from Baluchistan undergraduate students and grounded in prior studies, with a theoretical framework guiding the analysis. 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August 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nAttitudes of Undergraduates towards Grammar Translation Method and Communicative Language Teaching in EFL Context:  \nA Case Study of SBK Women’s University Quetta, Pakistan  \nHina Durrani  \nSBKWomen’s University Quetta, Pakistan  \n[E-mail: hinadurrani111@yahoo.com](E-mail: hinadurrani111@yahoo.com)  \nDoi:10 .7575/aiac.alls.v.7n.4p.167  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.4p.167](http://dx.doi.org/10.7575/aiac.alls.v.7n.4p.167)  \nReceived: 10/04/2016  \nAccepted: 16/06/2016  \nAbstract  \nCLT and GTM have been popular and much practiced methodologies in classrooms worldwide in teaching English language. The purpose of the current research is to examine students’ attitude towards Grammar Translation Method and CLT in Pakistan at graduate level. The data for the current study was collected through questionnaire from undergraduate students of Baluchistan, Pakistan. The questionnaire was adapted from the studies of Palacios (2006) and McClintock (2011) . Theoretical framework of Richard and Rodger (2001) was used as a guide for the study. However the data was analyzed quantitatively in SPSS. The overall results show that the students had a positive attitude towards GTM and their attitude was less favorable towards CLT.  \nKeywords: CLT, GTM, Attitudes  \n1. Introduction  \nSince English has become a global language and also an official language of more than 100 countries including Pakistan. It has become important for almost every individual to learn the language. As the novelist Sidhwa (1996) writes: “English …is no more monopoly of the British. We the ex-colonized have subjugated the language, beaten it on its head and made it ours.”(p 231) . However it has become an important reason for trade, occupation, immigration, social network, and so on.  \nTo learn a foreign language effectively there are several methods and techniques that a teacher applies and it is also observed that these methods are proportionate to the performance of the students. According to Savignon (2002) in learning a foreign/second language, the meaning should be focused than the form.  \nIn Pakistan where English is taught as a second language, usually the instructors use just two language teaching approaches namely Communicative Language Teaching (CLT) and  \nGrammar Translation Method (GTM) .However CLT and GTM both have different characteristics. It is as if the focus in CLT is on fluency and communication and developing skills through communicative competence, then the main focus in GTM is on accuracy in reading, especially grammar teaching and translation.  \nIn CLT classes teachers are responsible to organize communicative activities. Furthermore learner’s participation is also appreciated in CLT classes. Therefore student/teacher interaction may take place in the real world situation (LarsenFreeman, 2000) .  \nIn CLT classes learners not only negotiate with their group members but also they need to be monitored and adjust what is happening in their learning process as well as learning objectives (Richard & Rodgers, 2001) .  \nAccording to Hymes (1972), competence should be viewed as “the overall underlying knowledge and ability for language which the speaker-listener possesses” (p. 13) . That is, the concept of communicative competence involves knowledge of the language and the ability to use the knowledge in context.  \nHowever the study is a comparative analysis of two popular methods used by most of English language teachers: the traditional Grammar Translation Method and Modern Communicative Language teaching Method particularly in Baluchistan. This research is essential for the teachers of English language in order to know that to what extent these approaches are different and which method is more appropriate.  \n2. Litera","cbCaioyUlMraEy9O","https://ap.wps.com/l/cbCaioyUlMraEy9O","pdf",171432,"English","# 1. Introduction\n# 2. Literature Review\n## 2.1 Grammar Translation Method","[{\"question\":\"What is the purpose of the research?\",\"answer\":\"To examine students’ attitudes toward the Grammar Translation Method and Communicative Language Teaching in Pakistan at the graduate level.\"},{\"question\":\"How was the study data collected and analyzed?\",\"answer\":\"Data were collected through a questionnaire administered to undergraduate students, and the results were analyzed quantitatively using SPSS.\"},{\"question\":\"What overall attitude did students show toward GTM and CLT?\",\"answer\":\"Students showed a positive attitude toward GTM, while their attitude toward CLT was less favorable.\"}]","Attitudes of Undergraduates towards Grammar Translation Method and Communicative Language Teaching in EFL Context: A Case Study of SBK Women’s University Quetta, Pakistan | PDF",1792067548,15]