A. INTRODUCTION
The Grammar-Translation Method is not new. It has had
different names, but it has been used by language teachers for many years. At
one time it was called Classical Method since it was first used in the teaching
of the classical languages, Latin and Greek. Earlier in this century, this
method was used for the purpose of helping students read and appreciate foreign
language literature. It was also hoped that, through the study of the grammar
of the target language, student would become more familiar with the grammar of
their native language and that this familiarity would help them speak and write
their native language better. Finally, it was thought that foreign language
learning would help students grow.........
This file presented by:
Masnuatul Khoiroh (210910008)
Nurul Umami (210910016)
TI.a '10
intellectually; it was recognized that
student would probably never use the target language, but the mental exercise
of learning it would be beneficial anyway.
B.
THINKING ABOUT THE EXPERIENCE
No
|
Observations
|
Principles
|
1.
|
The teacher asks students in
their native language if they have any questions. A student asks one and is
answered in her native language.
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The ability to communicate in
the target language is not a goal of foreign language instruction.
|
2.
|
Students write out the answers
to reading comprehension questions.
|
The primary skills to be
developed are reading and writing. Little attention is given to speaking and
listening, and almost none to pronunciation.
|
3.
|
The teacher decides whether an
answer is correct or not. If the answer is incorrect, the teacher selects a
different student to supply the correct answer or the teacher herself gives
the right answer.
|
The teacher is the authority in
the classroom. It is very important that students get the correct answer.
|
4.
|
Students translate new words
from English into Spanish.
|
It is possible to find native
language equivalents for all target language words.
|
5.
|
Students learn that English “-ty”
corresponds to –dad and –tad in Spanish.
|
Learning is facilitated through
attention to similarities between the target language and the native
language.
|
6.
|
Students are given a grammar
rule for the use of a direct object with two-word verbs.
|
It is important for students to
learn about the form of the target language.
|
7.
|
Students apply a rule to
examples they are given.
|
Deductive application of an
explicit grammar rule is a useful pedagogical technique.
|
8.
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Students memorize vocabulary.
|
Language learning provides good
mental exercise.
|
9.
|
The teacher asks students to
state the grammar rule.
|
Students should be conscious of
the grammatical rules of the target language.
|
10.
|
Students memorize present
tense, past tense, and past participle forms of one set of irregular verbs.
|
Wherever possible, verb
conjugations and other grammatical paradigms should be committed to memory.
|
C. REVIEWING
THE PRINCIPLES
- What are the goals of teachers who use the Grammar-Translation Method?
According to the teachers who use the Grammar-Translation
Method, a fundamental purpose of learning a foreign language is to be able to
read literature written in the target language. To do this, students need to
learn about the grammar rules and vocabulary of the target language.
- What is the role of the teacher? What is the role of the students?
The roles are very traditional. The teacher is the authority
in the classroom. The students do as he says so they can learn what he knows.
- What are some characteristics of the teaching/learning process?
Students are taught to translate from one language to
another.
- What is the nature of student-teacher interaction? What is the nature of student- student interaction?
Most of the interaction in the classroom is from the teacher
to the students. There is little student initiation and little student-student
interaction.
- How are the feelings of the students dealt with?
There are no principles of the method which relate to this
area.
- How is language viewed? How is culture viewed?
Literary language is considered superior to spoken language
and is therefore the language students study. Culture is viewed as consisting
of literature and the fine arts.
- What areas of language are emphasized? What language skills are emphasized?
Vocabulary and grammar are emphasized. Reading and writing are the primary skills
that the students work on. There is much less attention given to speaking and
listening. Pronunciation receives little, if any, attention.
- What is the role of the students’ native language?
The meaning of the target language is made clear by
translating it into the students’ native language, the language that is used in
class is mostly the students’ native language.
- How is evaluation accomplished?
Written tests in which students are students are asked to
translate from their native language to the target language or vice versa are
often used.
- How does the teacher respond to student errors?
Having the students get the correct answer is considered very
important. If students make errors or don’t know an answer, the teacher
supplies them with the correct answer.
D. REVIEWING
THE TECHNIQUES
1.
Translation of a Literary Passage
2.
Reading Comprehension Questions
3.
Antonyms/Synonyms
4.
Cognates
5.
Deductive Application of Rule
6.
Fill-in-the blanks
7.
Memorization
8.
Use Words in Sentence
9.
Composition
E. CONCLUSION
You have now had an opportunity to examine the
principles and some of the techniques of the Grammar-Translation Method. Try to
make a connection between what you have understood and your own teaching
situation and beliefs
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