Grammar-Translation Method PDF

THE GRAMMAR-TRANSLATION METHOD Q. Look at the phrase ‘The Grammar-Translation (G-T) method’. What do you think are the goals of this method? Watch the video and answer the following questions. 1. What is the origins of the G-T? 2. What are the goals of the G-T? 3. What are the roles of the teacher...

THE GRAMMAR-TRANSLATION METHOD Q. Look at the phrase ‘The Grammar-Translation (G-T) method’. What do you think are the goals of this method? Watch the video and answer the following questions. 1. What is the origins of the G-T? 2. What are the goals of the G-T? 3. What are the roles of the teacher and students? 4. What are some characteristics of the G-T? (Video available at https://www.youtube.com/watch?v=RCLM7ZXp2nc) Theoretical foundations Its earlier version = The classic method First used to teach classical languages, such as Latin and Greek. Intended to help students read and appreciate foreign language. Learning a foreign language = intellectual growth.  Goals Translation of passages Grammar rules Reading proficiency (Brown & Lee, 2015) Characteristics of the G-T An exclusive focus on the written form, not the oral form at all. Reading is primary. Use of mother tongue, little use of the target language Translation and grammar study as the main teaching and learning activities. (Brown & Lee, 2015) Teacher/Learner role Teacher as controller, authority in the classroom Principles and Techniques Principles (Larsen-Freeman, 1986) (Coursebook, pp.6-8 ) Group 1. Principles 1-3 Group 2. Principles 4-6 Group 3. Principles 7-9 Group 4. Principles 10-12  Principles and Techniques Principle 1: Learning a foreign language is to be able to read its literature. Literary language is superior to spoken language. Reading and writing are emphasised. Speaking receives little attention. Pronunciation is not emphasised. Principles and Techniques Principle 2: The ability to communicate in the target language is not a goal of foreign language teaching.  Principles and Techniques Principle 3: Translation is important. One of the goals is to be able to translate from one language to another. Finding native language equivalents for target language words are important. Learning is facilitated through similarities between the languages. Culture is viewed as consisting of literature and the fine arts. Principles and Techniques Principle 4: Explicit, deductive teaching of grammar rules It involves conscious learning of grammar rules. It is important for students to learn about the form of the target language. Where possible, verb conjugations and other grammar points should be committed to memory.  Principles and Techniques Principle 5: The teacher is the authority in the classroom. Correct answers are important. Accuracy is emphasised.  Techniques Technique 1: Translation of a literary passage Students are asked to translate a passage into their mother language. They can translate in writing or orally. By translation, students will show their understanding of the passage.  Techniques Technique 2: Reading comprehension questions Students answer questions in the target language. Answers to questions might come from 1)questions that ask for information in the passage; 2) questions that involves making inferences based on their understanding of the passage and 3) questions that require students to relate to their own experience Techniques Technique 3: Synonyms and antonyms Students are required to find synonyms and antonyms in the passage. Students are required to define words based on their understanding of these words as they appear in the passage.  Techniques Technique 4: Cognates Cognates= words from different languages that have the same origin Students are taught to recognize cognates by learning the spelling and patterns that correspond between the languages. Students are asked to memorize words that look like cognates but have different meanings from the native language. *This technique is useful in languages that share cognates. Techniques Technique 5: Memorization Students are asked to memorrise words (and their equivalents in the mother tongue), and grammatical rules. Techniques Technique 6: Deductive application of rules Grammar rules are presented with examples. Exceptions to rules are also noted. Once students understand a rule, they apply it to some different examples. Techniques Technique 7: Use of words in sentences Students are asked to make up sentences using the new words they have learnt. This is to show that students understand the meaning and use of new words. Techniques Technique 8: Fill-in-blanks Students are asked to complete sentences with words that are missing. Words can be vocabulary items, or items of a particular grammar type, such as prepositions or verbs with different tenses. Techniques Technique 9: Composition Students are asked to write about a topic in the target language. (The topic is based on some aspect of the reading passage.) Students are asked to write a summary (precis) of the reading passage. PRACTICE Design activities to teach the present continuous tense in accordance with the G-T approach. Discussion: Work in groups of four, discussing the advantanges and disadvantages of the Grammar-translation method. Disadvantages Little use of the target language Does not allow students to express meanings in the target language Deprived of how the target language is used in real life No student-student interaction Boring Extensive memorization Advantages Not stressful, since teaching occurs in the first language Easy for the teacher to use, just use the textbook The teacher doesn’t have to speak good English. Help students understand meanings of words better through translation REFERENCES Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). NY: Pearson. The slides presented here draw mainly on Methodology 4: Theory of Teaching and Learning by Faculty of English, University of Foreign Languages, Hue University. Discussion Will you use the Grammar-Translation in your teaching? What aspects of the English language do you think you will teach using the the Grammar-Translation? Why? What techniques do you find most useful?Why?