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Chapter Two

The Grammar-Translation Method

This chapter gives a detailed analysis of the Grammar-Translation Method

with its merits and demerits supported by the data collected and analysed by

the investigator who considers the merits as something which can be

incorporated in the new integral approach.

The method demanded memorisation of complicated rules and

paradigms and their application in translation exercises. Scholars who hardly

cared to meet the needs of the learners wrote the texts and thus they lacked

genuine interest. However, they were of high intellectual value. Grammar

exercises and vocabulary lists found a predominant place in the syllabus, which

created only boredom and monotony and not interest or enthusiasm either in

the teachers or in the learners.

The method aimed at a thorough understanding of the rules of Grammar,

which would ultimately lead the learners to construct sentences perfectly.

Teaching of a wide range of vocabulary was meant to enrich their language

while translating sentences of lengthy texts in the mother tongue to the Target

Language. Translation was a major exercise throughout the learning process

and it was never under-emphasised.

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The mother tongue was extensively used for giving equivalent meanings

for words of the Target Language and for any explanation with regard to the

use of the Grammar rules. The target language was rarely heard in a Grammar-

Translation classroom. Whenever used, it was for asking stereotyped questions

based on passages, if at all used. The learners usually extracted parts from

the texts as answers to the questions raised.

2.1. A Comparative Study of Malayalam and English

Malayalam, the Source Language has a huge alphabet consisting of 53

letters, among which there are 37 consonants, and sixteen, vowels. Such an

extensive alphabet has its own advantages. For example, each letter in the

alphabet represents only one sound.

A Malayalee student of English, who is accustomed to this type of sound-

system, becomes perturbed when he starts learning the phonology of English.

The learner is at a loss, when he realises that one symbol in English may

represent more than one sound.

Another difficulty a Malayalee learner comes across is in the structural

patterns of Malayalam and English. In Malayalam, when in most cases, the

sentences follow the SOV pattern, in English the general pattern is SVO.

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e.g. : 1. M. accan makale aticcu.

E.* Father daughter beat.

2. M. avan pantu kaliccu.

E.* He ball played.

3. M. ra:dha pa:ttu pa:ti.

E.* Radha song sang.

Another problem a Malayalee learner confronts is choice of capitals

and small letters as there is so such practice in his Mother Tongue.

e.g. M. ra:man madhurajku po:ji

E.* raman went to madurai.

In Malayalam, a re-arrangement of words in sentences, generally, does

not affect the meaning / sense, but it is not so in English. Thus, Word Order is

rigid in English.

e.g. E. The concerned passengers met the railway officials.

(Here concerned means worried)

E. The passengers met the railway officials concerned.

(Here concerned means person-in-charge)

Malayalam is devoid of any articles - definite or indefinite. This also

poses a problem for the Malayalee learners of English.

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e.g. M. na:ja kurajkunnu

E.* Dog barks.

(Expected usage: The dog barks)

M. pasu pullu tinnunnu

E.* Cow eats grass.

(Expected usage: The cow eats grass)

Another hurdle for the English Language Learner in mastering the

language is ‘word stress’. In Malayalam, all the syllables in a word are

pronounced with equal force where as in English word stress plays a marked

role.

e.g. M. enijkjoru pustakam ve:nam

E.|I want a book.

E. I want| a book.

E. I want a |book.

The spelling system of English is quite baffling to the Malayalee learner.

The same vowel sound in English can be represented by various spellings and

the same symbol may be pronounced in a variety of ways in English. In order

to test this the following exercises can be given.

1. Mark the letter(s) that represent the vowel sounds in each of

the following words :-

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Believe

See

Receive

Machine

Leave

The answers expected are:

Believe

See

Receive

Machine

Leave

2. Give the phonetic symbol to indicate how ‘a’ is pronounced

in the following words :

father

rate

man

‘a’ is pronounced as:

a:

ei

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3. Mark the letters that produce ‘sh’ sound:

Mission

Mansion

Suspicion

Machine

Ocean

Nation

Shoe

Sugar

Tissue

Chaperon

The letters to be marked are:

Mission

Mansion

Suspicion

Machine

Ocean

Nation

Shoe

Sugar

Tissue

Chaperon

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4. Mark the letters that are not articulated in the pronunciation

of the following words:

Knife

Island

Debt

Receipt

The letters which are not articulated are:

Knife

Island

Debt

Receipt

English, being an analytic language, has great emphasis on its Word

Order. The position of the two nouns in a sentence like ‘The cat killed/ate up

the mouse’ is rigid lest the meaning becomes ambiguous. A changed Word

Order in English may imply that the sentence is either declarative, imperative,

exclamatory or imperative.

When there are three tense forms in Malayalam, English has only two

tense-forms, past and present. A variety of constructions denote future action

in English. Auxiliaries, Modal and Primary, are sought after by the Main

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Verbs for various purposes. When ‘Modals’ denote Modality, Primary

Auxiliaries ‘be’ and ‘have’ denote ‘Aspect.’

All these differences act as obstacles to the Malayalee learner of English

in the acquisition and mastery of English Language especially when he has

already internalized the patterns in Malayalam. Here lies the importance of

incorporating the element of choice in the Integrated Approach to teach English

as a Second Language or a Foreign Language.

2.1.1. Element of Choice in the Use of Tense

With respect to the uses of each tense-form, learners are given general

instructions: the present tense form indicates present time action, the past

tense form indicates past action and so on. Learners are also told that all

present tenses do not always refer to present actions, and all past tenses do

not refer to past actions. To be precise, though time and tense are related,

they are not the same.

eg: 1. She leaves this afternoon.

(Present Simple Tense indicating future action)

2. If I knew his address now, I would write to him.

(Past Simple Tense indicating present action)

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The learners are confused when they are given a choice. When the

learner uses ‘The planets revolve round the Sun’ and ‘The planets are revolving

round the Sun’ alternately, the teacher shows his disapproval and it is pointed

out.

To clarify the distinctions of thought beneath the use of each tense, the

teacher has to explain the names of thought behind each construction and

earnestly help the learner to make the right choice. An interpretation in Mother

Tongue will not help the learner in this context. It is practice and drill in the

Target Language that is going to be of help for the teacher in teaching.

2.1.2. Verbs of Perception

It is taught that the verbs of perception are not normally used in their

progressive form. When the learner is appalled at the constructions “He is

seeing his friend home”, “He is seeing a lot of his girl friend these days” he

has to be given the proper explanation, the meaning of the verb of perception

in the given constructions and practice in constructing such patterns.

More examples:-

(1) Have you had your breakfast?

(2) Did you have your breakfast?

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(1) She has worked very hard for the last few years.

(2) She worked very hard for the last few years.

(1) Have you visited the ‘Taj Mahal?’

(2) Did you visit the ‘Taj Mahal?’

The learner, in each case, has to choose one from the pair, as to indicate

whether the speaker is interested in the completion of the action at a definite

point of time, or in the present relevance of the past action.

It is not the Translation Method, but a knowledge of the attitude, nature

and temperament of the native speakers, the key to teaching English as a

Second Language or a Foreign Language

2.2. Merits of the Method

The method undoubtedly had set objectives. These objectives were

achieved to a great extent that the learners became well-versed in translation

tasks and adept at dictation tasks and vocabulary exercises. They went for

logical reasoning of texts and were extraordinarily good at analysing sentences

based on grammatical rules. The method was less demanding on the teacher

as there was always room for relaxation.

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Another advantage of the method is that it could teach vocabulary and

the essentials of sentence structure very quickly. As it used the existing

knowledge of the learners, it was easy for them to remember the similarities

and the differences between the language(s) known to them and English.1

The Translation Method is a useful device when an interpretation is sought

for a new linguistic form. This is relevant especially when ‘the form’ needs to

be understood in the context. Translation is also helpful when the teachers

meet with situations where ambiguity has to be cleared. It is also helpful

when comprehension has to be checked quickly and informally.

An observation made by Wilga M. Rivers is worth remembering in this

context. He describes witnessing with awe, a teacher who tried to explain the

colour ‘white’ by means of a series of demonstrations and displays. It was

much later he realised that half of the class even then thought what the teacher

was trying to teach them was ‘chalk’ and not ‘white’. At times the teachers

will have to resort to a simple translation where demonstrations and displays

and explanations do not work.

Another notable advantage of Translation Method is that it develops

the skill of translation itself. Translation is also a language activity which should

not be overlooked. But how far it succeeds as a primary aim of language

learning is something the investigator has analysed in the subsequent parts.

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Thus

the method sets itself limited objectives, and its techniques do

achieve them where the group of students being taught is highly

intellectual and interested in abstract reasoning. Such students

try to understand the logic of the grammar as presented; they

learn the rules and exceptions and memorize the paradigms and

vocabulary lists. They become reasonably adept at taking dictation

and translating foreign language texts into the native language.

Their translation of native language texts into the foreign language

may not produce versions which sound natural to a native speaker,

but at their best they are accurate, with careful attention to the

many rules the students have been taught.2

2.3. Demerits of the Method

The Translation Method ignores oral practice, which is an important

aspect in the teaching of any language. Reading comes first in this method as

against speaking, which is very unnatural. Learners are forced to engage

themselves in the tedious task of translating sentences from their mother tongue

into the foreign language and vice versa. This, not only takes much of the

learners’ valuable time, but also dispirits them.

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As Kudchedkar observes, the method ignores speech and pragmatics.

Thus the learners learn words and sentence types, spelling and rules of writing,

but do not know what to say or write and when and where.3

The most dangerous aspect of the Grammar-Translation Method is that

it encourages the learners to think in their Mother Tongue and then translate

these thoughts into English. This not only ends in unnatural and odd

expressions, but sometimes ends up with funny expressions.

Even though this method requires the students to know the rules for the

correct association of sounds with the graphic symbols in the foreign writing

system, they are given little opportunity to practise these associations except

in occasional reading practice in class and in the writing from dictation of

passages which are usually of a literary character.

The Foreign Language is not used in class to any extent, except when

stereotyped questions may be asked about the subject matter of a reading

passage, and the students answer in the foreign language with sentences drawn

directly from the text. Often these questions are given in writing and answered

in writing. Students taught by this method are frequently confused when

addressed in the Foreign Language and may be very embarrassed when asked

to pronounce anything themselves.4

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The defects or demerits of this method can thus be summarised as

follows:

Little stress is laid on accurate pronunciation and intonation;

communication skills are neglected; there is a great deal of stress

on knowing rules and exceptions, but little training in using the

language actively to express one’s own meaning, even in writing.

In an endeavour to practise the application of rules and the use of

exceptional forms, the student is often trained in artificial forms of

language, some of which are rare, some old-fashioned, many of

little practical use. The language learned is mostly of a literary

type, and the vocabulary is detailed and sometimes esoteric. The

average student has to work hard at what he considers laborious

and monotonous chores – vocabulary learning, translation and

endless written exercises – without much feeling of progress in

the mastery of the language and with very little opportunity to

express himself through it. His role in the classroom is, for the

greater part of the time, a passive one – he absorbs and then

reconstitutes what he has absorbed to satisfy his teacher.5

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2.4. The Data

The data has been collected from a group of 200 students of Government

High School, Pattanchery, where the medium of instruction is Malayalam.

Errors have been analysed and grouped. About 62.5 percent of the students

surveyed omitted auxiliary verbs in the construction of sentences, 12.5 percent

used auxiliary verbs whereas 25 percent answered the given questions in a

different, but incorrect way without using auxiliary verbs. Other areas where

the students erred are in the use of question tags, question words and number.

2.4.1. Wrong Choice of Words

Here are a few examples to indicate the incorrect Choice of Words.

* - This sign is used to indicated what is unacceptable and the expected

correct sentence is given below each example without the * sign.

M.1. cila ra:Jjanalil 21 vajassu pu:rttija:vunnatu vare

madjapikka:n pa:tilla.

E.* In some countries you are not able to drink until you are

21.

In some countries you can’t drink until you are 21 or

In some countries you are not allowed to drink until you

are 21.

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M.2. ceruppaka:lam mutalkutanne na:n vide:sattu

po:ka:na:grahiccirunnu.

E.* Since I was small, I have always wanted to go to foreign.

Since I was small / young I’ve always wanted to go abroad.

M.3. a: bhajankara apakatattil avalute ka:r ulppettirunnu.

E.* Her car was involved in that big accident

Her car was involved in that serious accident. or

Her car was involved in that dreadful accident.

M.4. na:n avane po:li:sil paraja:n upade:siccu.

E.* I advised him to tell the police.

I adviced him to tell the police.

M.5. a:ro:gjakarama:ja bhaksanari:tijekkuricculla nalla

upade:sanala:nu atu muruvanum.

E.* It is full of good advices on healthy eating.

It is full of good advice on healthy eating.

M.6. tiriccu po:kunna vari na:n paccakkarikkatajil ke:ri.

E.* I stopped at the greengrocer on my way back.

I stopped at the greengrocer’s on my way back.

M.7. ninakisttama:nenkilum allenkilum na:natu cejjum.

E.* Whether you like it or not I will do it.

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Whether you like it or not, I shall do it.

M.8. juddham inijum karinnittilla.

E.* The war is not over already.

The war is not over yet.

2.4.2. Wrong Plural Forms

M.1. enikju kampju:ttar bha:sa manassila:killa.

E.* I don’t understand computer jargons.

I don’t understand computer jargon.

M.2. a: muri muruvan farniccara:jirunnatina:l ano:ttumino:ttum

ni:na:n praja:sama:jirunnu.

E.* The room was so full of furnitures it was difficult to move.

As the room was so full of furniture it was difficult to move

about.

M.3. putija upakarananalil avar truptara:jirunnilla.

E.* They were not satisfied with the new equipments.

They were not satisfied with the new equipment.

M.4. atoru upaka:ramulla upakaranama:jatina:l na:natu

ke:tupa:tu ma:tti nanna:kka:n udde:sikjunnu.

E.* It’s a useful equipment and I intend to have it repaired.

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As it’s a useful piece of equipment I intend to have it

repaired.

M.5. ti: orupa:tu na:sanastanalkku ka:ranama:ji.

E.* The fire caused a lot of damages.

The fire caused a lot of damage.

M.6. nijamanal valaccotikjunnavarute vivaram adhika:rikale

arijikjum.

E.* Those who bend the rules are reported to the authority.

Those who bend the rules are reported to the authorities.

M.7. ko:sinekkuricculla ku:tutal vivaranal dajava:ji

enikjajaccutara:mo?

E.* Would you please send me more informations about the

course?

Would you please send me more information about the

course?

2.4.3. Use of Double Comparatives and Superlatives

M.1. aval avalute saho:darane:kka:l dhanikaja:jirikjunnu.

E.* She has become more richer than her brother.

She has become richer than her brother.

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M.2. avana:nu a: kla:sile e:ttavum buddhisa:lija:ja vidja:rtthi.

E.* He is the most wisest student in the class.

He is the wisest student in the class or

He is the most intelligent student in the class.

M.3. cila kuttikal mattullavare:kka:l kausalakka:ra:n .

E.* Some children are more cleverer than others.

Some children are cleverer than others.

M.4. avan ippo:l munpatte:kka:l ku:tutal kathina:dhva:nam

cejjunnu.

E.* Now he works more harder than he used to in the past.

Now he works much harder than he used to in the past.

2.4.4. Common Spelling Mistakes

M.1. ninal ella:jppo:rum ivite sva:gata:rhana:nu.

E.* You are allways wellcome here.

You are always welcome here.

M.2. mikkava:rum bhaksanamokke va:numpo:re tanuttirikjum.

E.* Most of the food is allready cold when you buy it.

Most of the food is already cold when you buy it.

M.3. avante sramattil avan viJajija:ji.

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E.* He was succesfull at his attempt.

He was successful at his attempt.

2.4.5. Incorrect Word Division

M.1. avalute bhartta:vu oru bisinassuka:rana:nu.

E.* Her husband is a business man.

Her husband is a businessman.

M.2. ippo:l a:rkenkilum po:kanamennuntenkil ananeja:va:m.

E.* Any one who wants to leave now may do so.

Anyone who wants to leave now may do so.

2.4.6. Incorrect Use of Articles

M.1. cila samajanalil oru satjasandhama:ja Ji:vitam najikka:n

praja:sama:nu.

E.* Sometimes it is difficult to live a honest life.

Sometimes it is difficult to live an honest life.

M.2. a: kutti Janmana: badhirana:jirunnu.

E.* The child had been a deaf since birth.

The child had been deaf since birth.

M.3. na:n muri pankuvejkunna penkuttikalil ora:l

britti:suka:rija:nu.

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E.* One of the girls I share my room with is a British

One of the girls I share my room with is British.

2.4.7. Omission of Prepositions

M.1. stri:kal vi:ttilirikjanamennu parajunnavaruma:ji na:n

joJikjunnilla.

E.* I don’t agree the people who say women should stay at

home.

I don’t agree with the people who say that women should

stay at home.

M.2. Entukontu aja:l viva:hamo:canattinu sammatikjunnillennu

enikju manassila:vunnilla.

E.* I don’t understand why he doesn’t agree the divorce.

I don’t understand why he doesn’t agree to the divorce.

2.4.8. Incorrect use of Prepositions

M.1. kampju:ttarinte saha:jatto:te avarkku ve:gam pathikka:m.

E.* They can learn faster by the aid of computers.

They can learn faster with the aid of computers.

M.2. irunta pattanattilu:te natakkunnatu oru nalla a:sajamalla.

E.* Walking along the city after getting dark is not a good idea.

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Walking through the city after getting dark is not a good

idea.

M.3. avarkkinijum i: codjattin oruttaram kantupitikka:n

karijunnilla.

E.* They still can’t find an answer for this question.

They still can’t find an answer to this question.

M.4. a: Jo:likjape:ksikka:n ve:ntatra torilparicajam enikjilla.

E.* I don’t have enough experience to apply to the job.

I don’t have enough experience to apply for the job.

2.4.9. Wrong Word Order

M.1. avan ella:jpo:rum vaikija:nu vi:ttil ettunnatu.

E.* He allways come late to home.

Always he comes home late.

M.2. ninaleviteppo:jennu paraju:

E.* Tell where you went.

E.* Where you went tell me.

Tell me, ‘Where did you go?

M.3. entina:nu mitha:ji kotuttatu ?

E.* Why gave sweets?

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E.* Why sweets you gave?

Why did you give sweets?

M.4. avalute vastrattinu ti: piticcu.

E.* Fire was caught her dress.

Her dress / clothes caught fire.

2.4.10. Tense Sequence

M.1. avan vica:riccu avan pari:ksajil Jajiccuvennu.

E.* He thought he will pass in the examination.

He thought that he passed in the examination.

M.2. aval parajunnu aval po:kukaja:nennu.

E.* She says she goes.

She says that she is going.

M.3. ente amma oru ti:ccara:nu.

E.* My mother job a teacher.

My mother is a teacher.

M.4. na:n va:jana valarejadhikam isttappetunnu.

E.* I like very much reading books.

I like / love reading books.

2.4.11. Omission of Auxiliary Verb:

M.1. ninakkenta:nu ve:ntatu?

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* What you want?

* What your request?

* What you request?

* What you have required?

What do you want? Or ‘What do you require?

M.2. ninalenne sne:hikjunnunto:?

* You are loving me?

* Are you love me?

* You are love me?

* You love with me?

Do you love me?

M.3. ninal unnima:jammajalle?

* You Unnimayamma?

* Are you Unnimayamma?

* You are Unnimayamma?

Aren’t you Unnimayamma?

M.5. na:lappa:ttuvi:ttile:jk ni: entukontenne kontupo:jilla?

* Why you not send to Nalappattu House?

* Nalappattu House you why not take me?

* Why you not took me to Nalappattu House?

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* Nalappattu House you why not going?

* Why you not take me to Nalappattu House?

Why didn’t you take me to Nalappattu House?

2.4.12. Question Words:

M.1. ta:nkal etra divasam indjajil ta:masikjum?

* How many days you live in India?

* How many days you are lived in India?

* How many days are you living in India?

* How many days you lived in India?

How long will you be staying in India?

M.2. na:n marikjumo:?

* I am died.

* When will I die?

* I will die.

* I died.

* I will die?

Will I die?

M.3. enta:nu ninte kannukalkitra saundarjam?

* What your eyes so beautiful?

* What your eyes is so beautiful?

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* What is your eyes so beautiful?

* What your eyes are so beautiful?

Why are your eyes so beautiful?

2.4.13. Disregard for Number:

M.1. avalkku ro:sa:ppu:kkal istama:nu.

* She love roses.

* She like roses.

* She like rose flowers.

* She like rose.

She likes roses.

M.2. aval kalkattajil ta:masikjunnu.

* She live in Kolkota.

* She stay in Kolkota.

* She is living in Kolkota.

* She reside in Kolkota.

She lives in Calcutta.

M.3. ka:ttirippu enne bhra:ntu pitippikjunnu.

* Waiting make me mad.

* Waiting madden me.

* Waiting is making me mad.

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* Waiting is maddening me.

Waiting makes me mad.

M.4. na:n madhurappalaha:ranal istappetunnu.

* I loves sweets.

* I likes sweets.

I love/like sweets.

2.4.14. Tag questions:

M.1. ninalenne sne:hikjunnuntu, ille?

* You love me?

* You love me, isn’t it?

* You love me, is it?

* Do you love me?

You love me, don’t you?

M.2. ninal vi:na, alle?

* You are Veena?

* Are you Veena?

* You are Veena, isn’t it?

* You are Veena, is it?

You are Veena, aren’t you?

M.3. na:n vi:rum, alle?

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* I will fall?

* Will I fall?

* I will fall, isn’t it?

* I will fall, is it?

I will fall down, won’t I?

M.4. ennotippo:rum de:sjama:nu, alle?

* You are angry with me?

* Are you still angry with me?

* You are angry with me, isn’t it?

* You are angry with me, is it?

Still you are angry with me, aren’t you?

2.4.15. The Word Order

M.1. ninakkenta:nu ve:ntatu?

* You want what?

* What you want?

What do you want?

M.2. ta:nkal etra divasam indjajil ta:masikjum?

* You how many days staying in India?

* You for how long staying in India?

* You will be staying in India for how long?

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How long will you be staying in India?

M.3. na:lappa:ttuvi:ttile:jku ni: entukontenne kontupo:jilla?

* Nalappattu house you why not take me?

* Nalappattu house you why not going?

* Nalappattu house why you not take me?

Why didn’t you take me to Nalappattu house?

M.4. na:n marikjumo?

* I will die?

* I am dying?

Will I die?

2.4.16. Tense

This is the most common area where errors are made very frequently

and observably. Even though numerous examples could be cited, the

investigator attempts to bring forth only a few sample sentences and their

translation made by the students. Tense has been found to be the most affected

area relevant to the investigation here. The difficulty lies

i. in the Concord of Tenses in the main clause and the sub-

ordinate clause when the main verb is in the past tense;

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ii. in using Present Continuous Tense in the place of Present

Simple; and

iii. in the use of Perfect Tenses.

We shall now look into each in detail.

1. M.1. aval vara:mennu parannu.

* She said she will come.

* She said she is coming.

She said she would come.

M.2. aval enikju madhurappalaha:ranal istama:nennu

vica:riccu.

* She thought I like sweets.

* She thought I love sweets.

She thought I liked/loved sweets.

M.3. na:n sarija:nennu na:n u:hiccu.

* I guessed I am right.

Instead of ‘I guessed I was right.’

M.4. avan parannatu na:n visvasiccu.

* I believed what he was saying.

* I believed what he says.

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I believed what he said.

2. M.1. aval kalkattajil ta:masikjunnu.

* She is living in Calcutta.

* She is staying in Calcutta.

* She is residing in Calcutta.

She lives in Calcutta.

M.2. mikka ro:gikalum ra:vile na:lu manikju

alpam munpa:nu marikjuka.

* Most of the patients will die a little while before four

in the morning.

* Most of the patients are dying a little while

before 4 a.m.

Most of the patients die a little before 4 a.m.

M.3. aval nanna:ji pa:tum.

* She is singing well.

* She is a good singer.

She sings well.

M.4. mansu:nil mara nanna:ji pejjum.

* It is raining well in monsoon.

* It is raining heavily in monsoon.

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It rains heavily in monsoon.

3. M.1. ve:dana arija:tirikja:na:ji na:n ituvare ga:jatri

mantram uruvittukontirikjukaja:jirunnu.

* I was chanting Gayatri Mantra in order

not to feel the pain.

* I chanted Gayatri Mantra in order not to feel the pain.

* I am chanting Gayatri Mantra in order

not to feel the pain.

I have been chanting Gayatri Mantra

in order not to feel the pain.

M.2. avar ento: pa:cakam cejjunnatil vja:prutara:ji

ka:nappettu.

* They seemed engrossed in cooking something.

* They seem engrossed in cooking something.

* They seemed to be engrossed in cooking something.

They seemed to have been engrossed in cooking

something.

M.3. kamala avalute a:tmakatha erutuva:n tutanijirikjunnu.

* Kamala started writing her autobiography.

* Kamala is writing her autobiography.

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* Kamala is starting to write her autobiography.

Kamala has started to write her autobiography.

M.4. muttassi oru maniku:ra:ji bha:gavatam va:jikjunnu.

* Grandma is reading Bhagavata for an hour.

* Grandma was reading Bhagavata for an hour now.

* Grandma reads Bhagavata for an hour now.

Grandma has been reading

Bhagavata for an hour.

2.5. Observations

The analytical study of the sentences translated from Malayalam to

English given in this study brings to light a number of facts with regard to the

methods of teaching English to the Malayalee Second Language Learners. In

the light of these observations, it becomes evident that the extensive use of

mother tongue in teaching English as a Second Language is a strong reason

for negative transfer or interference in producing correct Target Language

utterances. Even though there is positive transfer, which undoubtedly makes

learning easier, the negative transfer has such a strong impact on the learners’

Target Language utterances, that the mother tongue is more often a hindrance

than help.

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In other words, learners who are taught with the help of their mother

tongue have a tendency to look for a one-to-one correspondence between

the mother tongue and the Target Language, thereby producing incorrect

utterances.

2.6. Findings

The comparative study reveals that the structure of English differs from

that of Malayalam to a great extent. Even though the Malayalee learners of

English may find it easier to replace the Malayalam words and sentences

already internalised by the correct equivalent items from English, there occur

more errors than accuracy in doing so. This is because the dissimilar features

are more in number than the similar features. This is where Translation Method

proves to be a failure in the teaching and learning of English.

As it is obvious in the analytical study, Word Order, Subject-Verb Concord

in Number and Person, Plural Endings, Use of Auxiliaries, Tags etc. and

Concord of Tenses are some of the areas of common errors in the utterances

made or sentences constructed by the Second Language learners of English

when taught through the Grammar-Translation Method. Moreover, as the

auxiliaries like ‘dare’, ‘need’ and ‘used to’ have no equivalent auxiliary verbs

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in Malayalam, it is very difficult to teach these items through the Grammar-

Translation Method.

In English, a singular subject agrees only with a singular verb and a

plural subject agrees only with a plural verb. But, in Malayalam, the same

verb form is used for both singular and plural subjects. This leads the Malayalee

learners to say ‘She love roses’, ‘I likes sweets’ etc. It is also seen in the

analytical study that the verbs in the negative statements of English are

erroneous owing to the fact that the verbs are not split in Malayalam as in

English. Thus, a Malayalee learner tends to say ‘What you want?’ where he

has to say ‘What do you want?’

As the investigator has stated, a learner who has been taught by the

Grammar-Translation Method always looks for one-to-one correspondence,

which is not always possible. This is because, no two languages have all

similar features and also because translation is culture-bound.

Learners who have already mastered their mother tongue are affected

mostly by the negative transfer or interference than the very young learners of

English. This is because patterns and phrases they have learnt in their mother

tongue get ‘fossilised’ and this fossilisation becomes an obstacle for them to

produce correct structures in the Target Language. Fossilisation is a process

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in which incorrect linguistic features become permanent parts of the way a

person speaks or writes a language. Fossilisation has been found in

pronunciation, vocabulary usage and grammar in Second or Foreign Language

Learning. Fossilised features of pronunciation contribute to a person’s foreign

accent.

All these problems contribute to the effect that the Grammar-Translation

Method as a method of teaching English as a Second or a Foreign Language

is a defective method with demerits weighing more than the merits. In the

light of these findings, the investigator suggests a new Integral Approach which

incorporates the merits of the Grammar-Translation Method, the Direct Method,

the Audio-Lingual Method etc.

The Direct Method will be dealt with, in detail in the following chapter.

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Notes

1 S. Kudchedkar, Readings in English Language Teaching in India ed.,

(Chennai: Orient Longman, 2002) 55-56.

2 Wilga M. Rivers, Teaching Foreign Language Skills (Fifth imp.1972,

Chicago and London: The University of Chicago Press, 1968) 17.

3 Kudchedkar 55-56.

4 Rivers 16-17.

5 --- 18.