GTMhelpsstudentstomakeamoreobviousimprovementintheprocessofacquiringgrammarthantheCommunicativeLanguageTeaching.TheGTMisausefulandhelpfulmethodtoteachgrammarforChinamiddlestudents.Onthecontrary,evenifthestudentsdonotmakebetterprogress1inExperimentalClass,?they?becomeinterestedin?theclass?andtheyprefer?touse?CLTtoteachgrammar.1BothGTMandCLT?havetheirown?advantagesanddisadvantages?intheprocess?ofteaching?grammar,?thereasonswillbediscussedindetail.5.2.1CharacteristicsoftheprocessofteachinggrammarTherearefiveofaspectsthatareverycontrastingintheprocessofteachinggrammarbetweenGTMandCLT.?Firstly,?thefirst?language?ismainlyusedtoteachgrammar1intheclassroom?inGTM?(Sanjaya,2013,p60).Theteacherscanusethefirstlanguagetofacilitatestudentsinlearninggrammarandthemethodmakesstudentsthinkinthefirstlanguage.Bergsleighner(2002)saysthatteachersusethefirstlanguagetohelpstudentsmastertheknowledgeofgrammareffectively.Firstlanguagecanbeusedbyteachersasausefulteachingtoolforexplaininggrammarandintheclassroom.Theideaofusingfirstlanguagecanpreventthewasteoftimeinexplanationsintheclassroom.Cook(2001)alsostatesthatfirstlanguagecanbeusedtoexplainabstractgrammarandtoconveythemeaningsofnewvocabularyandcomplexsentences.The1firstlanguagecanmakeapositiveinfluenceintheprocessoflearningforeignlanguagetoagreatextent.Duetothisfeature,thestudents’scoreinControlClassismuchhigherandstablethanthestudentsinExperimentalClass.Mostofthetime,Itaughtgrammarbyusingfirstlanguageandwhenstudentshadproblems,Ialsousedfirstlanguagetoexplaingrammar.Studentscanunderstandandlearngrammareasilyanddeeply.In?CLT,?theteachersonlyusethefirstlanguageinsomecertainwordsinteachinglearningprocess(Brown,2007),thefirstlanguageisnotallowedtobeusedinthewholeclass.Theteachershelpstudentstolearn?English?byusingmothertongue?asthetoolofcommunication(Sanjaya,2013).Maybeitisdifficulttoteachandexplaingrammarintheclassroomforthestudentsinmiddleschool.InChina,thestudentswhoareinmiddleschoolveryyoungandtheylearntEnglishonlyaboutfor4years,theirbasicknowledgeisnotsufficienttolearngrammarbyonlyusingthetargetlanguage.Throughobservation,whenaskedthestudentstodiscussinsmallgroup,Ifoundthatmostofthestudentscannotexpressthemselveswellandtheytalkedaboutitbyusingfirstlanguage.Accordingtotheexperiment,thegrammartranslationmethodreallyhelpsthestudentstogetgoodgradesthanthecommunicativelanguageteachingmethod.While,thedisadvantageisthatstudentsrelytoomuchonthefirstlanguageingrammartranslationmethod.Secondly,thewayofmemorizingvocabulariesisthatbytranslatingthemintomothertonguein1grammartranslationmethod(Sanjaya,2013).Studentsneedtomemorizecountlessitemsofvocabulary.Brown(2007)pointsoutthat?theGTM?isusedto?helpstudentsunderstand?thereal1meaningandthenusethevocabulariesin?English.?The1disadvantageisthatthestudentsalwaysfeelboredintheclassandtheirlearningmotivationcannotbecultivatedsuccessfully.Only?30%?ofthestudentsthinkthe?GTM?canstimulatetheirlearningmotivation.While,thecommunicativelanguageteachingmethod?canhelp?studentsto?memorizevocabularythroughreal?word?contexts(Brown,2007).Forexample,theteacherwillusesomepicturesorcardswhichpresentthevocabularyonittoteachthevocabulary.Sanjaya(2013)statesthatbyusingtherealpicture,itisusefulfortheimplementationofthewordinsentencesorself-expression.Studentscanacquirethevocabularyinarelaxedenvironmentandtheyknowhowtouseitinrealcommunication.ThissuggestswhythecommunicativelanguageteachingmethodismorefavoredbythestudentsinChinamiddleschool.Thequestionnairealsoillustratesthat80%ofthestudentsthinkthecommunicativelanguageteachingmethodisacceptableintheclassroom.Thirdly,Harmer(2007)saysthatthestudentsaretaughtthegrammardeductivelyingrammartranslationmethod.Gollin(1998)explainsthedeductiveapproachisthattheteachersteachgrammaticalrulesexplicitly,whichthestudentsthenapplytoexamplesanddoexercisesintheclassroom.Thegrammartranslationmethodfocusesonthestudentsunderstandingthegrammaticalrulesbeforeproducingthesentenceoftext(Sanjaya,2013).Thatistosay,thegrammaticalrulesareexplainedbytheteacher,then?through?the?practice?of?writing?by?students.?TheGTM1makesapositiveinfluenceontheprocessof?mastering?the?rules?of?grammar.The1students’scoreintheexperimentalsodemonstratesthattheGTMismorehelpfulinlearninggrammarforChinamiddleschoolstudents.Asl(2015,p20)alsostatesthattheGTMissuitableforclasseswithlargenumberofstudents,becauseitisacost-effectiveandappropriatemethodthatfocusesonteachercenteredness.Thereasonisthattheteacherpresentsthegrammarsforallofthestudentsatthesametime,studentsonlylistentotheteacher.Thatiswhythe?GTM?ismore?popularand?acceptablein?Chinamiddleschools,becausetherearelotsofstudentsinoneclass.While,thegrammartranslationmethodalsohasitsdisadvantages.Forexample,Chang(2010)statesthatthestudentsacquirethegrammaticalknowledgeinapassiveway,theyonlylistentotheteacherinthewholeclassandneedtomemorythebasicgrammaticalruleswhichcannothelptocultivatestudents’interestsandmotivation.Additionally,basedontheobservationofthestudentsintheControlClass,thestudents?arenotinterested?inlearning?Englishgrammar?andtheyarenotactiveintheclass.Ifoundthatmostofthestudentscannotfocusonthelessonfrombegintotheendofclass.Bycontrast,thecommunicativelanguageteachingmethodissodifferentfromthe?GTM?sincethe?CLT?methodfocusesontheteacherteachinggrammarinaninductiveway(Thomspson,1996).Gollin(1998,p88)explainstheconceptionoftheinductiveapproachisthatthegrammarisnottaughtexplicitlybut“inducedfromcarefullygradedexposuretoandpracticewithexamplesinsituationsandsubstitutiontables”.Thatistosay,CLTencouragesthestudentstousetargetlanguagetocommunicatewitheachotherandcheckingthestudents’grammaticalcompetenceinrealsentencesortexts.The1advantageofCLTisthatthestudentsenjoythelessonandtheirinterestcanbecultivatedsuccessfully,becausetheyhavemanyopportunitiestocommunicativewithotherstudents.ThroughobservationofthestudentsintheExperimentalClass,whenIaskedthestudentstodiscussinthegroupandIfoundthatthestudentsweresointerestedandactive.MaybeduetothischaracteristicofCLT,itismoreacceptablebystudents.Buttheproblemisthat1iftheteacher?does?notteach?the?grammarattheendoftheclass,thestudentswillmakegrammaticalerrorsormistakes1(Sanjaya,2013,p61).?They?maydonothavetheabilitytofind?out?therulesofgrammarin?China?middleschool?students.?Therefore,itisnotusefulforChinamiddleschoolstudentstolearngrammar.Additionally,thescoreinthepro-testalsoillustratesthatGTMismorehelpfulintheprocessoflearninggrammarthanCLTinChinamiddleschool.Fourthly,theteachingmaterialsarethebestandthemostconvenientresourcesthatcanfacilitatetheteacherstoplanvariousactivitiesandtoteachthestudentsintheclassroom.Theteachingmaterialwillbediscussedinthe?GTM?andtheCLT1respectively.Sanjaya(2013)pointsoutthatalloftheteachingmaterialsarecomefromtheteachersorasystematicbookandthematerialsarealreadysettledbyteachers.Therefore,thestudentsdonothavetheabilitytouseorrealizetheknowledgeinrealcontext,becausetheyarenotfamiliarwiththesociallanguage.While,oneofthepositive?influences?isthatthestudentswillnotbedisturbedbybadthingsfromoutsideoftheclassroom[ibid].Studentscanpaymoreattentiontothegrammaticalrulesinteachingtextbook,maybeduetothischaracteristicofGTM,thestudentsinControlClasscanmakegreatscoreinthepost-test.Incomparison,Hiep(2005)pointsoutthattheauthenticteachingmaterialsareusuallyusedbytheteachersintheCLTmethod.Theaimoftheauthenticteachingmaterialsistohelp?thestudentstolearnEnglishin1realcontext.Forexample,ItaughtgrammarbyusingsomepicturesorvideoswhichwerecomefromthewebsitesorTV.Inthiscase,theteachingmaterialsareconnectedwiththerealcontext,soitisusefultoimprovethestudents’abilitytousetheforeignlanguageinrealsociallife.Ausubel(1960)pointsoutthattheteachingandlearningofforeignlanguagecouldbemoremeaningfulbyusingauthenticmaterials,thereasonisthatthe?students’backgroundknowledgecanbestimulatedwhenEnglishis1taughtbytheteacher?that?relatedtostudents’learningexperience.Larsen-FreemanandAnderson(2011)?statethat?theauthenticteachingmaterialsofferareal?environmenttocommunicatewitheachother1intheclassroomwhichisasignificantpartinthe?CLT.Using?theauthenticteachingmaterialsalsocanfulfilthe?purposes?ofteachingandlearninggrammaticalrulesand?memorizing?sentencestructures(Muhammadetal,2017).While,MaandHuang(1992)pointsoutthattheCLTmethoddoesnotprovidetheteacherthesecurityofthetextbook,soitisdifficultfortheteacherstoselecttheteachingmaterials.Theteachersneedtofiltertheauthenticteachingmaterialscarefully,so?that?thestudents’mindsandattitudeswillnotinfluentbyinappropriatethings.15.2.2NatureofinteractionSanjaya(2013,p60)pointsout1thattheGTMisone-wayinteraction.BrownandHarmer(2007)?alsosay?thatmostoftheactivitiesintheprocessof?language?learningare?settledby?theteacher.The1studentsacquiretheknowledgeofgrammarinapassiveway?as?theproceduresareplannedbytheteacherinlanguageteachingandlearning.Intheclassroom,fewopportunitiesaregiventothestudentstousethetargetlanguage.1Throughtheobservationofthestudents’manifestation,Ifoundthatmostofthestudentscanfocusonthelessoncarefully,butespeciallyattheendofthelesson,onlyafewofthemcanstillpayattentiontothelesson.Hu(2010)statesthatthepointsofknowledgeareselectedbytheteacherfromauthoritativesources(usuallyformthetext-booksandclassics),andthesepointsareinterpreted,analyzedandelaboratedforthestudentsbyteacherintheclassroom.Afterthegrammaticalrulesaretaughtbytheteacherintheclassroom,thetypicalexercisessuchastranslationandfillintheblank1areaskedtodointherestoftheclass(Chang,2010).Biggs(1996b)pointsoutthattheteachingmethodsaremostlyexpositoryintheclassroomandtheteachingprocessoflanguageandteachingisteacher-dominated.Thestudentsshouldreceivetheknowledgeofgrammaticalrulesfromtheteacherwithoutpreconceptions(Paine,1991).Iwasalmostalwaysspeakingintheclassandevennostudentsaskedquestiontome.1Additionally,thereisalsolittleinteractionbetweenthestudentsandtheteacherinthe1processoflearninggrammarintheclassroom(Sanjaya,2013).Theadvantageisthatthismethodcansavelotsoftimeanditissuitableforthebigsizeoftheclass,especiallyforChinaschool.While,thedisadvantageisthatthereisnointeractionwiththeirteacherandbetweenthestudents,theinterestinlearningisnothighintheclassroom.Theprocessoflearningtheforeignlanguageissoboringinthegrammartranslationmethod.Contrastively,the1interactionbetweentheteacherandthestudentsintheclassroomissoactively1incommunicativelanguageteachingmethod(Sanjaya,2013).Finocchiaro&Brumfit(1983)pointsoutthatthe?lotsofopportunities?shouldbeprovidedforstudentstouseEnglish1inordertoachievethepurposeofcommunicationandtolearnthelanguagethroughusingit.TheteachingintheCLTmethodisstudentscentered.Thecommunicativelanguageteachingmethod?regards?thestudentsas?communicatorsandnegotiatorsof?language?knowledge(Nunan,1991;Richards&Rodgers,1986).?At?thesame?time,?thecommunicativelanguageteachingisopposedtotheteacher?dominating?theclassand?askstobuild?equalrelationshipbetweentheteacherandstudents(Hu,2010).The?responsibilityofteacherisnotonlytoteachknowledgeoflanguagebutalsoasthestudents’friendtohelpthemtoovercomedifficulties.The1questionnaireshowsthat75%percentofthestudentswanttomakefriendswiththeirteacher.Hiep(2005)saysthattheinteractionbetweenthestudentsisemphasizedandstudentscancommunicatetosolvetheproblems.Theteacherasoneofaco-?communicators,?anorganizerofresourcesandanegotiatorinmostactivitiesinthecommunicativelanguageteachingmethod(Hu,2010).CLTencouragesthecollaborativelearningintheclassroom,andtheteacher?shouldprovide?opportunitiesforstudentsto?discussand?communicatewith?eachotherinagroup.IntheExperimentalClass,Idividedtheclassintosmallgroupsandaskedthemtotalkaboutsometopics.Ifoundthattheycanshareideaswitheachother.?In?the?process?oflanguageteachingandlearning,thewayofusingstudent-centeredmethodismorehelpfulanduseful1comparedwiththegrammartranslationmethod(Kapurani,2016,p63).Throughtheobservationofthediscussion,thestudentswereveryactiveandinterestedinthelesson.Theadvantageisthatthestudentsnotonlycanacquirethegrammaticalrules?actively?butalsocancommunicatebyusingEnglish,1italsocanmakepositiveimpactonthesocializationandmotivationofthestudents[ibid].?Sanjaya(2013)states?theteacherasco-communicator1intheclassroom?canmake?theprocessof?learning?andteachinglanguagebecomesmoreeffective.1Additionally,learningincollaborationcanimprovethestudents’socialskills,buildequalrelationshipsbetweenstudentsandtheteacherandengagethestudentsintheprocessoflearninglanguage.Onthecontrary,intheExperimentalClass,Ifoundoutthatthestudentsdiscussedthingsinfirstlanguageandtalkedaboutthingsthatwerenotrelatedtothelesson.Huang(2016,p194)statesthatitisdifficulttogivebalancedattentiontoallstudents.Itisalsodifficulttocontroleverystudenttodiscussthingsthatarerelevanttothelesson.Anotherdisadvantageofthecommunicativelanguageteachingmethodisthatthestudentswhoaregood-proficientdominatethediscussionoractivity[ibid].Throughtheobservationoftheclass,Ifoundoutthatsomeofthestudentsonlylistentootherstudentsanddidnotspeakanything.5.2.3Teachers’responsestostudenterrorsHarmer(2007)pointsoutthattheteacherconsiderstheaccuracyasnecessarythinginthe?GTM.?Whenthestudentsmake?grammatical?errors?ormistakes,?theteacherwillrevisethestudents’errors?andmistakes?directly.Theadvantageisthatthestudentscanrealizetheirerrortimelyandpayattentiontotheerrorsthatpreventfrommakingtheerrorsagain.1While,Sanjaya(2013)statesthatthedisadvantageisthatitmaycausenegativeimpactonstudents’confidence1becausetheyareafraidtomakeerrorsintheclassroom.Thestudentswilllosetheconfidenceto?use?thelanguageespeciallyincommunicativeperformance[ibid].Thequestionnairealsopresentsthatonly15%ofthestudentsthinkthe?GTM?canimprovetheirconfidencetoexpressideasorthoughts.Additionally,theyarealsoafraidtobeinglaughedbyotherstudentsintheclassroom.Ontheotherside,inthecommunicativelanguageteaching,theteacher?allows?students?tomake?mistakesingrammar,buttheteacherwill?teachand?guidethestudents?how?toanalyzeandrevisetheirmistakesinsteadofcomplaining1(Brown,2007).Inthismethod,thestudents?areconfidentand?happyto?learnEnglish.?The1questionnaireshowsthat70%percentofthestudentsthinkthecommunicativelanguageteachingishelpfulinimprovingtheconfidencetoexpresstheirthoughts.Thestudentsarenotafraidto?use?the?target?languageintheclassroomorindailylife.While,thedisadvantageisthatthestudentscannotrealizetheirerrorsimmediatelyandtheycannotfindtheerrorsbythemselves,sotheymaymakethesameerrorsagainintheclassroom.Tosumup,the?GTM?andthe?CLT?method?makedifferentresponses?tothestudents’errors,GTMmethodismoredirectlyandCLTmethodismoreindirectly(Sanjaya,2013).?BothofGTMmethodandCLTmethodhavetheirownadvantagesanddisadvantages.5.2.4Handingthestudents’emotionandfeelingSanjaya(2013,p61)saysthatthe?GTM?isaveryclassicalmethodthattheteachersdonotcareaboutthestudents,feelingandemotion.ThereasonisthattherearenoprinciplesorrulesrelatedtohandlingthisareaintheGTMmethod.TheteachersthinkthemainaimoftheclassistoteachtheexplicitgrammarintheGTMmethod,itisnottheirresponsibilitytopayattentiontothestudents’feeling.WhenItaughtEnglishintheControlClass,Ifoundthatthelearningenvironmentintheclassissostressfulandthestudentswerelookednervous.Onthecontrary,thecommunicativelanguageteachingmethodisamodernmethodthatthestudentsthinktheirteacherastheparentsintheprocessoflearninggrammar[ibid].Thestudentsfeelcomfortableandrelaxedbecausetheyhavetheopportunitiestoexpresstheirownthoughts,feeling,hobbyandideas.Intheclassroom,theteacherwillpaymoreattentiontoobservethestudents’actionsandemotions.Whentheteacherdiscoversthestudents’problemsinemotionandfeeling,theteacherwilltrythebesttofindoutthewaystodealwiththeseproblems.Brown(2007)pointsoutthattheteachertriesthebesttomotivatethestudentstoachievetheobjectiveoflearningEnglish.Additionally,therelationshipbetweentheteacherandstudentsisveryharmonious,1sothatthestudentscanlearnthetargetlanguageinarelaxedandhappilyenvironment.5.2.5ThelanguageskillsthatareemphasizedThestudentsneedtomasterfourskillsintheprocessoflearningEnglish,suchas1listening,reading,speakingandwriting.Harmer(2007)pointsoutthatthe2receptiveskillscontainlisteningandreading,theproductiveskillscontainspeakingandwriting.1Differentlanguageteachingmethodfocusondifferentskills.Sanjaya(2013)pointsoutthatthe1skillsthatarefocusedonreadingandwriting?inGTM.?Thatistosay,theGTMasksthestudentstomastertheskillsofreadingandwriting.1Itisanefficientwayoflearningvocabularyandtherulesofgrammar.Mart(2013,p104)statesthatthegrammartranslationmethodemphasizesthegrammaticalrulesandvocabulariesthroughtranslation.1Moreover,translationactivitiesarehelpfulforthestudentsandthestudentswillhavemanyopportunitiestoimprovetheaccuracyinforeignlanguage[ibid].Thegrammartranslationmethodexpectsthestudentstolearntheruleoflanguageinclassandthentheyperformitindailylife.The?GTM?hasbeenregardedasa?helpful?methodforstudentsintheprocessofacquiringforeignlanguage.Itenrichesthestudents’vocabulary,improvestheabilityofinterpretation,andthroughimitating?writersthathelp?the1studentstoproducesimilarlygoodtexts(Hell,2009).Thestudents’post-testscoresintheexperimentalsoillustratesthatthe?GTM?ismoreusefulinlearningandteachinggrammarthanthe?CLT?method.However,thedisadvantageisthatthestudentsarenotfamiliarwithother?parts?suchaspronunciation?and?phonology1(Sanjaya,2013).Thegrammartranslationmethodpaysalittleattentionornoattentiontotheskillsoflisteningandspeaking.Thedisadvantageisthatevenifthestudentsmastertherulesofgrammar,buttheycannotexpresstheirideasinsome1situationsparticularlywhentheyinvolvedinmeaningcommunication(Muhammadetal,2017).Incontrasttothe?GTM?isthe?CLTmethod,?thefourskillsaretaughttothestudents?in?the?process?ofteachingandlearningintheCLTmethod(Sanjaya,2013).LightbownandSpada(2006)statesthatthecommunicativelanguageteachingmethodfocusesonmeaningfulinputandcommunicationcompetenceinsteadofemphasizingongrammaticalrulesandmemorization.Thatistosay,thecommunicativelanguageteachingmethodprimaryfocusesonfunctionoverform.Itfocusesontheforeignlanguagefluencyinsteadofteachinggrammarandvocabularyintheclassroom?[ibid].?ThestudentsareaskedtousetheEnglishinrealsituationsinthecommunicativelanguageteachingmethod.Itimpliesthatthefluencyoflanguageismoreimportantthanthe1grammaticalaccuracy(Muhammadetal,2017).ThroughobservationofthestudentsintheExperimentalClass,theyhaveconfidenceandencouragetocommunicatewithotherstudents.Thereasonisthatsomeactivities1areusedbytheteacherintheExperimentalClass,suchasgamesandroleplay.Theseactivitiesgivestudentsmanychancesandopportunitiestopracticecommunicatinginrealenvironments1(Muhammadetal,2017).Maybeduetothis,thecommunicativelanguageteachingispreferredbythestudents.Nevertheless,theapplicationoftheCLT?methodhasnotprovidedexpectedresultsinChinaschools(Chang,2010).BurnabyandSun(1989)claimthatteachersfinditdifficulttousetheCLTbecauseoftheclasssizes,resourcesandequipmentinChinaclassroom.Chang(2010)pointsoutthatthe?CLT?methodholdsarelaxedattitudetowardsaccuracy,?because?the?CLTmethodbeliefs?that?the?meaning?isimportantthan?form.AstheCLTpaysalittleattentionornoattentiontogrammaticalrules,thestudentsareeasiertomakegrammaticallyincorrectsentences.Additionally,Muhammadetal(2017)statethatthecompetence?ofcommunication?couldnotbeachievedwithoutlearningthegrammaticalrules.Itcannotbeenoughforthestudentstoachievetheexpectednative-likefluencyandaccuracyiftheylacktheknowledgeofgrammar(Pica,2000).Grammarasnecessarypartinforeignlanguagelearningandteaching,hence,thegrammaticalrulescannotbeignoredintheprocessof?teachingandlearning?English.?Duetothegrammaticalrulesandvocabulariesarenotemphasizedinthe?CLT?method,thestudents’scoresinthepost-testislowerthanthestudentswhoaretaughtbythegrammartranslationmethod.6.ConclusionDurrani(2016)pointsoutthatEnglishhasbecomeagloballanguageandanofficiallanguageofmorethan100countriesintheworld.Withthedevelopmentofglobalizationandsocializationintheworld,EnglishhasbecomethedominantlanguageandpeopleallovertheworldarelearningEnglish.1Therefore,themethodsandapproachestoteachEnglishhavebecomeveryimportantandsignificant.Differentapproachesandmethodstolanguageteachingandlearninghavebeendevelopedformanycenturies.Chang(2010)statesthatgrammarshouldbeconsideredastheimportantpartforstudentswhoaremajoringEnglish.1Asoneofthe?importantparts,?thegrammarhasbeentaughttostudentsinChinamiddleformanyyears?[ibid].?Penny(2000)definesthatgrammarisasetofrulesthat?teachstudents?how?the?words?canbechanged?orcombinedtoexpressmeaning.Withoutgrammar,groupingthewordstogetherwithoutanyrealmeaningorsense.Thestudents’knowledgeofgrammaticalrulescanaffecttheaccuracyofthesentences.TheGTMandtheCLT1methodhavebothplayedimportantrolesintheprocessoflanguageteachingandlearninginChinamiddleschool.ThispapercomparesthesetwoapproachesandfindsoutbothofthemhavedifferentcharacteristicsandinfluenceforChinamiddleschoolstudents.1InordertoprovewhichmethodismoresuitableforChinamiddleschoolstudents,theexperiment,questionnaireandobservationwerecarriedoutinthispaper.Firstly,accordingtotheresultsoftheexperiment,itillustratesthatthegrammartranslationmethodhelpsstudentsgetbetterscoresintheprocessofteachingandlearninggrammarinChinamiddleschool.Thestudentsinthecontrolclassmadeasignificant?improvement?in?acquiringgrammarthanthosewhousedthecommunicativelanguageteachingmethodintheexperimentalclassafterexperiencing9experimentaldays.Chang(2010)pointsoutthatinChinamiddleschool,thetraditionallanguageteachingmethodisstilloccupyinganimportantposition,1whichiscalledthegrammartranslationmethod.Inthismethod,?thegrammaris?taughtinadirectway,thentheexercisespracticedbythestudents[ibid].TheGTM1helpsimprovethestudents’abilityofgrammaticalrules,duetoitisfocusesonrulesofgrammarandvocabularies.Thefirstlanguagecanbeusedintheclassroomthattheteachercanuseittohelpthestudentstoacquirethe1foreignlanguage(Sanjaya,2013).Brown(2007)statesthatthewayoflearningvocabulariesismemorizedbytranslatingittotheforeignlanguagethatcanmakestudentsknowtherelevantmeaningandhelpfulinthetargetlanguage.Harmer(2007)saysthatthegrammaristaughtbytheteacherindeductivelyway.Thestudentswillproducesentencessystematicallyandrigid.Theteacherwillrevisethestudents’errorsimmediately.Harmer(2007)saysthattheteacherconsiderstheaccuracyasimportantthinginthegrammartranslationmethod.Onthecontrary,Chang(2010)pointsoutthatthegrammartranslationmethodisteacher-centered,astheresult,the?teacherspends?majorityoftime?toexplain?thegrammaticalrulesinthe1classroom.Thedisadvantageisthatlittleornoopportunitiesaregiventothestudents.Memorizationofthevocabularyandgrammaticalrulesaresoboringforthestudents,whichcannothelpto?motivate?students’interestandbuildtheirconfidenceinlearningforeignlanguage[ibid].Throughtheresultofthequestionnaire,itisnotdifficulttofindoutthatmostofthestudentsthinkthegrammartranslationmethodisnothelpfulforstimulatingtheirlearningmotivationandtheythinkthelessonisnotinteresting.Secondly,thestudents’learningmotivationandinterestsarestimulatedintheexperimentalclassthanthosewhousedthe?GTM?inthecontrolclass.TheCLT?ismoreacceptablethanthegrammartranslationmethodinChinamiddleschool.Larsen-Freeman(2011)pointsoutthatthecommunicativelanguageteachingencouragesstudentstocommunicationwitheachotherwiththeforeignlanguagewithoutfocusingonthegrammaticalrules.Insodoing,Sanjaya(2013)saysthatthe?CLT?paysmoreattentiontostudents’willingnessandcaresstudents’emotion.Thiswaymakesthestudentsenjoythelessonandtheyhave?courage?andconfidencetouse?Englishin?the1classroomorevenoutsidetheclassroom.Additionally,thereisanequalrelationshipbetweentheteacherandstudentsintheclassroom.Sanjaya(2013)statesthattheteachercanregardtheirstudentsasfriendstoteachthetargetlanguage.Lotsofactivitiesareusedintheclassroom1suchasrole?play?orgamesThiswaycanreducethelevelofstressandmaketherelaxedlearningenvironmentforstudents.Theresultofthequestionnairealsoillustratesthatmostofthestudentsthinkthecommunicativelanguageteachingmethodisinterestingandthinkitisusefulforstimulatingtheirlearningmotivation.ButLittlewood(2007)arguesthattherearemanyconflictsinChinamiddleschoolssuchastheclassroommanagement,minimaldemandsoncommunicationcompetenceandeducationalvalues.ThecommunicativelanguageteachingmethodisdifficulttoappliedinChinamiddleschoolasthelargeclasssize,traditionalexamination,?and?personalbeliefsofteachersandstudents(Iwashita&Ngoc,2012).Thatiswhythegrammartranslationmethodcandominatetheclassroomformanyyears.Allinall,bothofthe?GTM?andthe?CLT?methodhaveadvantagesanddisadvantagesintheprocessof?learningand?teachinggrammarinChinamiddleschool.Sanjaya(2013)statesthatfromtheexplanationaboutthecomparisonbetweenGTMandCLTmethod,itcanbesaidthatthe?CLT?methodismorecommunicativeandcooperativethantheGTM?enhancingstudents’abilitytouselanguage.While,thegrammartranslationmethodismonotonousandincludesaone-wayinteraction[ibid].Thecommunicativelanguageteachinghasmanytechniquesintheprocessofteachingandlearningforeignlanguagethatmakesstudentscomfortableandhappyintheclassroom.Chang(2010)pointsoutthatlanguageshouldnotonlybetaughtwithknowledgeofgrammaticalrules,butalsobecapableofusingthetargetlanguageindifferentsituationsappropriately.Manyscholarsandexpertssuggestthatcombinationofthe?GTM?andthe?CLTmethodintheclassroom[ibid].Theteachershouldintegratethecommunicativeactivitiesandform-focusedactivitiessothatthestudentscanacquirebothfluencyandgrammaticalaccuracyintheprocessoflearningthetargetlanguage(Muhammadetal,2017).
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