Disadvantages Of Grammar Translation Method

The grammar translation method exists in rural part of India for teaching English. But according to modern linguists, grammar is not a route for developing primary or usable knowledge of language. “Grammar accuracy is must”, this dogma presupposes that the learner has enough exposure to the language to produce it systematically to allow the identification of recurrent errors. Basic linguistic competence should be given priority than grammar. In the same way, the approach of teaching a single text-book for the whole year does not bear adequate amount of data of the target language need to be exposed for the learner for success in language learning. This is the most common characteristic ever known by experienced successful language

Lexical knowledge is the central to communicative competence and the acquisition and development of second language. Today, teaching of English is generally treated as teaching with utilitarian purpose in the parallel education system in the form of classes. English language plays a major role in transmitting knowledge as a means rather than as an end itself. English is hovering on the world and in the nation and the one-third population of the world is learning English because of its market value, which can’t be neglected. English as a library language is not beneficial in terms of providing job opportunities because the students who learn to use English only as a library language are less competent than the students who acquire competence in all the four skills of English language. Therefore it is necessary to develop all the language skills. In order to improve English study learners need to be defined by the universities. The ‘tailored use of English’ is the demand of the time because it will result in satisfying the immediate needs of

Usually skills demand communicative competence. Communicative competence need vocabulary which cannot be taught. It is not developed by teaching but is built up gradually incrementally through reading. For this wider range of more contemporary and authentic texts accessible and culturally appropriate pieces of literature are to be included as language learning materials. Traditionally, language learning materials beyond the initial stages have been sourced from literature: prose, poetry and fiction which lead to the culture’s specific problems. This leads to the need of intellectually interesting activities which will inculcate skills and meaning as well as meaningful language inputs appropriate to learner’s age and knowledge and experience. Such inputs must be provided in the classrooms. To cater the needs of the classroom, the system needs teachers. The class and its teachers must not be a limiting factor to learning .Today we find procedures of teaching a text-book for success in an examination. Now this is exactly opposite to the communicative or natural approach or whole language movement approach of teaching English. According to these approaches conducive linguistic environment supportive of English language acquisition is must. Now this problem is related with methodology, environment and approach of a teacher. According to the experts, not only the tribal or the Adivasies but the rural students in throughout