THE GRAMMAR- TRANSLATED METHOD

PREPARED BY:FASIHAHSUHANA

Ipg kampus pendidikan islam

INTRODUCTION

• The grammar- translation method of foreign language teaching is one of the most traditional methods.

• It was originally used to teach ‘dead’ languages (and literatures) such as Latin and Greek, involving little or no spoken communication or listening comprehension.

CHARACTERISTICS

• A focus on learning the rules of grammar and their application in translation passages from one language into the other

• Vocabulary in the target language is learned through direct translation from the native language. e.g.

the house = la casathe mouse = el ratÓn

• Readings in the target language are translated directly and then discussed in the native language.

• Grammar is taught with extensive explanations in the native language, and only later applied in the production of sentences through translation from one language to the other. e.g:Do you have my book? = Tienes mi libro?I don’t know where your book is = No sé donde está tu libro

OBJECTIVES

• Students be able to read literature written in the target language

• Students be able to translate from one language to another

• Helps students to develop reading and writing skill

• To help students read and appreciate foreign language literature

• Helping students read and appreciate foreign language literature

• Students can become more familiar with the grammar of their native language also write and speak their native language better

• Helpful for mental exercise

PRINCIPLES

• Literary language is superior to the spoken language.

• Translating each language into each other is an important goal for learners.

• The authority in the classroom is the teacher.• To be able to communicate with the target

language’s speakers is not among the goals

• The primary skills to be improved are reading and writing.

• Its focus is on accuracy and not fluency.• Error correction: If a student’s answer of

a question is incorrect, the teacher selects a different student to give the correct answer or s/he replies himself/herself.

TECHNIQUES• Translation of a literary passage

– Students will be asked to read a literary passage and then translate the target language into their native language

– Translation may be written or spoken– Translation made by the students can show that

they understand their meaning

• Reading comprehension questions– Students answer these questions in the target

language– Answers to the questions may be in the reading

text, or based on the understanding of the students or students’ own experiences related to the text

• Antonyms / synonyms– Students were asked to find antonyms in the

reading passage or,– Asked the students to define a set of words based

on their understanding of them as they occur in the reading passage

• Cognates– Recognize cognates by learning the spelling or

sound patterns that correspond between the language

– Students also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language

• Deductive application of rule– It is important for students to learn about the

forms(grammar rules) of the target language– Grammar rules are presented with examples– Students are asked to apply the rules to examples

they are given

• Fill in the blank– Teacher give students sentences with word

missing– Students should fill in the blanks with the new

vocabulary or with a particular grammar type• Memorization– Students are asked to memorize new words,

grammatical rules, and verb conjugation

• Use the words in sentences– Students are asked to make up sentences with

the new words they learn in the text– This technique can show whether students really

understand the new words• Composition– Students are asked to write a composition in the

target language– The topic is based on some aspect of the reading

passage

ADVANTAGES

• An effective way for application of grammar and sentence structure

• Few demands on teachers

• Least stressful for students

DISADVANTAGES

• Wrong idea of what language is

• Less learners’ motivation

• Create frustration for learners

THE DIRECT METHOD

INTRODUCTION

• Its principles have been applied by language teachers for many years.

• As a method when the goal of instruction became learning how to use a foreign language to communicate

RULE

No TRANSLATION is allowed!!!

PRINCIPLES

• Teachers who use this method intend that students learn how to communicate in the target language. Students should learn to think in the target language.

• The teacher and the students are more like partners in the teaching and learning process.

• Students need to associate meaning and the target language directly.

• The initiation of the interaction goes both ways, from teacher to students and from students to teacher, although the latter is often teacher-directed.

• Language is primarily spoken, not written.

• Vocabulary is emphasized over grammar.

• The students native language should not be used in the classroom.

• Student are asked to use the language not to demonstrate their knowledge about the language.

• The teacher, employing various techniques, tries to get students to self-correct whenever possible.

TECHNIQUES

• Reading aloud – students take turn reading sections of a passage etc out loud.

• Question and answer exercise – Students are asked questions and answer in full sentences so that they practice with new words and grammatical structure.

• Getting students to self correct – has the students to self correct by asking them to make a choice between what they said and an alternate answer he supplied.

• Conversation practice – teacher give questions that need students to understand to answer correctly.

• Fill in the blank exercise – no explicit grammar rule would be applied

• Dictation – three steps. 1) teacher reads it at a normal speed, students just listen. 2) teacher reads phrase by phrase, pausing long enough to allow students to write down what they have heard. 3) teacher reads at normal speed, students check their work.

• Map drawing – The class included one example of a technique used to give students listening comprehension practice.

• Paragraph writing – Students write a paragraph in their own words