Grammar Translation Method: A Case Study of Libyan EFL University Students

Abstract

The aim of the present paper is to examine to what extent the native language knowledge can be invested in EFL language teaching. It is hypothesized that native language competence can be manipulated as a key tool in teaching a foreign language. This is especially true when older (e.g., university) students are at a beginner level and they may need to refer to their mother tongue while learning a foreign language. Thus, it is undertaken in the present study to investigate the efficiency of the Grammar Translation Method (GTM) in English language teaching at university level in Libya. Ten students were selected, pre-tested, taught by the Grammar Translation Method, and finally post-tested. The post-test results show significant progress in students' scores. It is concluded that for low-level students, GTM can be used as a foundational tool to guarantee basic grammar and vocabulary as a starting phase.