Grammar Translation Method contents I. Introduction II. Main part

Criticism
Communicative language teaching is considered the best approach nowadays, so it is rarely criticized. However, Brown warns that there are certain caveats. He claims that a teacher should not overdo certain features of this approach, they have to combine it with common sense and balance the approach moderately. Brown further claims that teachers need to be aware that there are numerous interpretations of communicative language teaching. It is intended as an umbrella term covering a variety of methods (“The Communicative Language Teaching Approach” n.d.).
There is no doubt that communication is the key ability of person in today’s world. In my opinion, the communicative approach should be the basis but teachers can also employ other methods and approaches.
Conclusion

In this part I would like to summarize the goals I set at the beginning and review whether they were achieved or not.

The aim of my thesis was to compare grammar translation method. The main focus was placed on pupils’ attitude to these two approaches. For this purpose I prepared two grammar lessons, each based on one of these approaches.
In the theoretical part I attempted to find a place for grammar in foreign language teaching. I summarized different attitudes to this issue. Although there are some voices that grammar is not very important, I support its essential position in the English teaching process.
Further, I described grammar translation method and communicative approach – their historical backgrounds, main features and criticism. I also added an overview of other methods and approaches that can be used while teaching a foreign language.
The practical part was realized as an experiment in class. Pupils were exposed to one lesson prepared according to grammar translation method and one lesson based on communicative language teaching. Subsequently, they were asked to evaluate the lessons.
It should be emphasized that it was not an exhaustive study and there is still a plenty of room for further investigation. It only exemplifies one small aspect of different methods. Nevertheless, some interesting conclusions can be pointed out.
It is necessary to shift from monotonous teaching requiring encyclopaedic data to creative pupils’ work. We should motivate children to think, communicate and cooperate. It is desirable that they find the learning process interesting, contributory and also achievable for them.
This is not work for a year or two. A lot has already changed in the Uzbekistan educational system in recent years but even so many changes are yet ahead of us.