The application of CLT in literature class at Bangla medium secondary level schools in Bangladesh: a shift from traditional method (GTM) to communicative approach (CLT)

Abstract

From the very beginning of English literature learning, students have been learning literature in traditional methods especially in GTM, where teachers only read out and analyze the story, poems, novel etc. and students just learn through listening teacher‘s lecture. They get a little opportunity to communicate or interact with teachers and each other. As a result, they do not get the chance to explore literature in a meaningful authentic manner. The aim of the paper was to identify the effectiveness of CLT in literature class at secondary schools level context in Bangladesh so that students got the chance to practice literature in communicative manner, which would help them to explore literature that would be considered as a shift from traditional method to communicative approach. To establish the statement, the researcher conducted a survey on both the teachers and the students and also tested the students where the researcher used two sets of questionnaires and one test question. As the target group, the researcher chose standard 9 (class), where the researcher applied CLT along with GTM to identify the effectiveness of applying CLT in literature class.