The Disconnect between Linguistic Accuracy and Communicative Effectiveness in Indian ELT
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n04.033Keywords:
communicative competence, ELT, India, linguistic accuracy, grammar-translation method, CLTAbstract
This paper examines the persistent disconnect between linguistic accuracy and communicative effectiveness in Indian English Language Teaching (ELT). Despite widespread grammatical instruction, many learners remain unable to communicate fluently and purposefully in real-world contexts. The Grammar-Translation Method, examination-driven pedagogy, poor teacher preparation, and sociocultural attitudes about English are the main causes maintaining this gap, according to the study, which draws on learner data, classroom observations, and applied linguistics scholarship. The paper argues for a balanced, contextualised communicative language teaching (CLT) approach suited to India's multilingual sociolinguistic reality, and discusses implications for assessment reform, teacher education, and language policy.
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