Module 4 Handout(1).pdf

Module 4 The Grammar-Translation Method Dr. Abdulaziz B Sanosi The Grammar-Translation Method ▰ Used by English language teachers for many years. ▰ It is old, since 19th century. ▰ Sometimes it is called the (Classical Method). ▰ It was first used to teach classical lan...

Module 4 The Grammar-Translation Method Dr. Abdulaziz B Sanosi The Grammar-Translation Method ▰ Used by English language teachers for many years. ▰ It is old, since 19th century. ▰ Sometimes it is called the (Classical Method). ▰ It was first used to teach classical languages (Latin and Greek). ▰ In the 20th century it was used to teach literature. ▰ It focuses on grammar and the correct use of language. ENG3160 2 [email protected] GTM ▰ Language is taught through Grammar & Vocabulary. ▰ Grammar rules taught in students’ L1. ▰ Vocabulary lists are also translated into L1 equivalent. ▰ Communication is not important (better to say something slowly and correctly than fast and incorrectly). ▰ Drills and exercises are composed of translation and grammar rule practice. ENG3160 3 [email protected] Typical GTM lesson ▰ Typical lesson is consisted of ▻ a) presentation of grammatical rule. ▻ b) specially-written text that demonstrated the rule. ▻ c) list of new words. ▻ d) translation exercises. ▻ e) grammar exercises. ▰ Emphasis on learning to read and write. ▰ Vocabulary is taught in the form of lists of isolated words. ENG3160 4 [email protected] GTM lesson 1/4 “Who are you?” said the Caterpillar. Why the opening was not This was not an encouraging opening for a encouraging? Could Alice answer the conversation. Alice replied, rather shyly, “I—I question earlier that day? hardly know, Sir, just at present—at least I Does her answer seem know who I was when I got up this morning, convincing? but I think I must have been changed several What do you think about times since then.” Alice thought at that time? “What do you mean by that?” said the Caterpillar, sternly. “Explain yourself!” “I can’t explain myself, I’m afraid, Sir,” said ENG3160 Alice, “because I am not myself, you see.” 5 [email protected] GTM lesson 2/4 Read this except from Alice in Give the Arabic translation Wonderland by Lewis Carroll. of the shaded words. Translate these lines into Arabic. Give the opposite of Questions? If any teacher answers (encouraging, shyly, and explains in Arabic. several) Students answer comprehension Give the synonyms of questions. (sternly, explain, change) Teacher checks students’ answers to Find Arabic cognates for the questions, makes sure they are different word in the correct. passage. ENG3160 6 [email protected] GTM lesson 3/4 Teacher compare verb-to-be Find all the instances of statements with their Arabic verbs to be in the excerpt. equivalent. Teacher discusses how to use verbs to be in statement, Who are you? ‫من أنت؟‬ negative and questions. Students find instances from This was not an ‫مل تكن هذه بداية‬ the passage to support the encouraging opening. ‫مشجعة‬ rule. Extra examples following the I must have been changed. ‫ال بد أني قد تغريت‬ models of the examples are presented by students. More examples from the passage and from outside are studied. ENG3160 7 [email protected] GTM lesson 4/4 Students are asked to practice Adverbs of manner are the verbs-to-be, the following is usually formed with adding an example: [ly] to the adjective. Find the Put the correct form of [be] adverbs of manner in the My friend ……… a doctor. passage. It …………… not clear but the other words ……..easy. Translate them into Arabic. …….. you there at the time of the Use them in English earthquake? sentences, with more It should have ……….. difficult. examples that you have studied before. ENG3160 8 [email protected] Principles of the 1/2 ▰ Reading literature in L2 is basic. It is more important than spoken language. ▰ It is important for student to translate each language into another. ▰ The primary skills to be developed are reading and writing, less attention is given to listening and speaking. ▰ No attention to pronunciation. ENG3160 9 [email protected] Principles of the 2/2 ▰ Vocabulary is learned through memorization and similarities between languages. ▰ Communication is done through L1. ▰ Correct answers are very important, teacher decides about them. ▰ It is important to learn L2 grammar rules, compare them to Grammar rules of L1, and apply them in sentences made by students. ENG3160 10 [email protected] Teacher’s Role in the ▰ The main role of the teacher is to enable student to read, and use grammar and vocabulary correctly. ▰ S/he is responsible of checking students’ understanding and adapt the teaching process if s/he noticed any troubles. ▰ Teacher corrects students errors whether directly or by using other students’ forms. ▰ Teacher is the exclusive authority in the class, most of the interaction is made by him/her. ENG3160 11 [email protected] 📖 Students’ Role in the ▰ Students learn what a teacher told them to. They do not initiate learning by themselves. ▰ They translate, memorize words and study grammar deductively. ▰ They apply what they learn to what they learnt before and produce their own structures accordingly. ▰ They have less interaction with each other. ▰ They should practice what they read through gap-filling, ENG3160 sentence formation, and translation. 12 [email protected] Language in the ▰ Literary language is more important than spoken language. ▰ Vocabulary and grammar are the most important aspects of language. ▰ The focus is only on reading and writing skills. ▰ The culture of language is studied through its literature. ▰ The language used in class is students’ L1 e.g. (Arabic). ▰ Communication in L2 is not primary goal of GTM. ENG3160 13 [email protected] Deductive Learning of Grammar ▰ First, a teacher teaches a grammar rule. ▰ Explains the exception/s of the rules if there is any. ▰ Students are asked to search for sentences where rules are applied in the passage. ▰ Later, students are asked to apply the rule/s to different example. ▰ The examples may be ready (gap-filling) or made by students. ENG3160 14 [email protected] Error Correction and Assessment ▰ It is very important to use correct language. ▰ If students make errors, the teacher must provide them with the correct form. ▰ Written texts are used to evaluate students. ▰ Students are asked to translate passages or sentences or words from a language into another. ▰ Other questions to apply specific grammar rules are also used. ENG3160 15 [email protected] CHECKPOINT Qs Qs Qs What is the basic Describe the role of Describe students’ Focus of the GTM? the teacher in a tasks in a GTM GTM lesson? class. How is grammar How is students’ taught in the GTM? How do the GTM performance view L2 What is the role of evaluated in the communication? L1 in the GTM? GTM What are the skills ENG3160 that targeted by the 16 GTM? [email protected] Critics of the ▰ GTM is viewed good because it: ▻ enables students to master complicated grammar rules. ▻ helps beginners to learn vocabulary easily by using their L1. ▻ is good for learning ESP, its results are quick and accurate. ENG3160 17 [email protected] Critics of the ▰ GTM is viewed good because it: ▻ helps students to master their L1 as it compares it to L2. ▻ is easy to apply, it does not need preparation or high L2 fluency. ▻ gives students confidence as they have their first steps in learning L2. ENG3160 18 [email protected] Critics of the ▰ GTM is criticized because : ▻ It gives students WRONG idea about language as set of words and grammar rules. ▻ It is not natural, language is better to be learned by listening > speaking > reading > writing. ▻ It ignores communication which is the basic purpose of language learning. ENG3160 19 [email protected] Critics of the ▰ GTM is criticized because : ▻ Translation involves many steps some of which are complicated. Problems arise in (idioms, phrasal verbs, proverbs, …etc) ▻ Students keep in thinking in their L1 before in L2. ▻ Language that is taught is not real (from literature or made-up by teachers) ridiculous examples "My postillion has been struck by lightning“. ENG3160 20 [email protected] The Result of Critics ▰ GTM is preserved to teach English in specific contexts: ESP and Beginner EFL ▰ Researchers utilized new approaches to introduce more effective TESOL methods for other contexts. ▰ The suggested method should meet the need for learners and avoid the shortcoming of GTM. ▰ An example method is the Direct Method which will be the topic of the next class. ENG3160 21 [email protected] “ Discuss the advantages and disadvantages of GTM. Focus on type of language taught, activities, and students’ role. ENG3160 22 [email protected]  Task 3 Login into your Blackboard account, go to Assignments and do Task 3. Read the passage, then report on how would you teach it using the Grammar-Translation Method. Apply the explained steps, and fill the form attached. Reading Grammar Vocabulary ENG3160 23 [email protected]  GET READY Next class Class 5 The Direct Method How can we avoid the shortcomings of the GTM. Think of alternative techniques to enhance students communication. ENG3160 24 [email protected] THANKS! Any questions? contact [email protected] 25