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This article primarily investigates the effectiveness of the Grammar Translation Method (GTM), one of the most traditional methods in the pedagogical application of teaching English as a second language (L2). Despite being traditional, GTM is being widely used in L2 instructional settings, particularly at tertiary level education. Though there is no conclusive evidence to suggest that GTM was initially based on specific theoretical framework, its predominant techniques including translation anddoi:10.4236/oalib.1106913 fatcat:nclq5nkolbb63mvp753czebxne