Grammar translation method
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Transcript of Grammar translation method
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Grammar Translation
Method
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HistoryOriginated from the practice of teaching
Latin.Originally used to teach LatinIn the early 1500s, Latin was the most
widely-studied foreign language
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Used for helping students read and appreciate foreing language literature.
Develop by Karl Julius Ploetz
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Karl Julius PloetzGerman authorBorn in BerlinDeveloped GTMHis technics valid until 20th century
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IntroductionOne of traditional methodsClassical Method or Prussian MethodTeacher is activeFocuses on grammatical rules, memorization of vocabulary
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GoalsDeveloping students’ reading ability.Developing students’ general mental
dicipline
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CharacteristicsLessons start with a reading, then
grammar rule is definedReading and writing are major focusNo listening or speaking practiceLittle attention to pronunciation
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Vocabulary selection is based on the reading texts, and words are taught through memorization
The meaning of words is given in NL
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PrinciplesReadings are translated directly,
discussed in the NLAccuracy(grammatical correctness) is
emphasized Little attention to pronunciation
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Teacher-centered classesTranslating L2-L1 or L1-L2 is importantStudents should be conscious of
grammatical rules of L2
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SyllabusStructural syllabusOrder of the structures starts from
the easiest.
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Teacher’s roleTeacher is active Starts activities and direct studentsCorrects errors strictly
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Students’ roleStudents are passive receiversSupposed to memorise the rules and
vocabularies
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InteractionTeacher-student interactionsRarely student-student interactions
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TechniquesTranslation of a Literary PassageReading Comprehension QuestionsAntonyms/Synonyms Deductive Application of RuleFill in the blanksMemorizationUse Words in SentencesComposition
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AdvantagesAn effective way for application of
grammar and sentence structureLeast stressful for students as they use
L1Useful for reading, writing and
translationAllows to use NLEasily applied by teachers
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DisadvantagesLittle interaction between studentsSpeech is neglected as it lays on reading
and writing.It doesn’t give pattern practice.Less learners’ motivation.Create frustration
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BibliographyTechniques and Principles in Language
Teaching – Diane Larsen – FreemanYabancı Dil Öğretimi – Özcan Demirel 4.Baskı www.teachingenglish.org.ukwww.teachingenglish.org.ukwww.nthuleen.comwww.dilforum.com
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ECEM KARA 6150502001ESRA TİRYAKİ 1150502076