The purposes of this study were 1) to examine the effects of The Grammatical Approach with explicit explanation of grammatical rules (GA) on the transfer of learning, and 2) to investigate the effects of The Communicative Approach combined with individual communicative activities (CA) on learner's motivation to learn, and their recognition of self involvement. Sixty-eight sixth graders, all twins, with no prior experience of learning English, were assigned to one of the two above methods and were taught beginning English for ten hours. The results indicated that GA showed siginificant differences in the transfer of learning in the area of written skills, whereas CA produced higher results in getting information through listening. Also, the results showed that learners of CA were highly motivated by the individual communicative activities and a deeper recognition of self involvement in learning English.