File Name: merits and demerits of grammar translation method ppt to .zip
What is Grammar- Translation Method? What are its Advantages and Disadvantages in teaching English Language? This method has enjoyed a very good reputation among the Indian teachers and the students, still enjoying.
The grammar—translation method is a method of teaching foreign languages derived from the classical sometimes called traditional method of teaching Ancient Greek and Latin. In grammar—translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development. It originated from the practice of teaching Latin; in the early 16th century, students learned Latin for communication, but after the language died out it was studied purely as an academic discipline.
The Grammar-Translation Method
The grammar—translation method is a method of teaching foreign languages derived from the classical sometimes called traditional method of teaching Ancient Greek and Latin. In grammar—translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.
Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development.
It originated from the practice of teaching Latin; in the early 16th century, students learned Latin for communication, but after the language died out it was studied purely as an academic discipline. When teachers started teaching other foreign languages in the 19th century, they used the same translation-based approach as had been used for teaching Latin.
The method has been criticized for its shortcomings. The overall concept of grammar-translation has been criticized since few verifiable sources support the existence of such a method until the 19th century.
The grammar—translation method originated from the practice of teaching Latin. In the early 16th century, Latin was the most widely studied foreign language because of its prominence in government, academia and business. However, the use of Latin then dwindled and was gradually replaced by English, French and Italian. After the decline of Latin, the purpose of learning it in schools changed. Previously, students had learned Latin for the purpose of communication, but it came to be learned as a purely academic subject [ citation needed ].
Throughout Europe in the 18th and the 19th centuries, the education system was formed primarily around a concept called faculty psychology. The theory dictated that the body and mind were separate and the mind consisted of three parts: the will , emotion and intellect.
It was believed that the intellect could eventually be sharpened enough to control the will and emotions by learning Greek and Roman classical literature and mathematics. At first, it was believed [ by whom? In the United States, the basic foundations of the method were used in most high school and college foreign language classrooms.
There are two main goals to grammar—translation classes. One is to develop students' reading ability to a level where they can read literature in the target language. Users of foreign language want to note things of their interest in the literature of foreign languages.
Therefore, this method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only. As a result, speaking and listening are overlooked. Grammar—translation classes are usually conducted in the students' native language. Grammatical rules are learned deductively ; students learn grammar rules by rote ,  and then practice the rules by doing grammar drills and translating sentences to and from the target language.
More attention is paid to the form of the sentences being translated than to their content. When students reach more advanced levels of achievement, they may translate entire texts from the target language. Tests often involve translating classical texts. There is usually no listening or speaking practice, and very little attention is placed on pronunciation or any communicative aspects of the language. The skill exercised is reading and then only in the context of translation.
The mainstay of classroom materials for the grammar—translation method is textbooks, which, in the 19th century, attempted to codify the grammar of the target language into discrete rules that students were to learn and memorize. A chapter in typical grammar—translation textbooks would begin with a bilingual vocabulary list and then grammatical rules for students to study and sentences for them to translate.
The cat of my aunt is more treacherous than the dog of your uncle. The method by definition has a very limited scope. Because speaking and any kind of spontaneous creative output were excluded from the curriculum, students would often fail at speaking or even letter-writing in the target language. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules".
According to Richards and Rodgers, the grammar—translation has been rejected as a legitimate language teaching method by modern scholars:. It is a method for which there is no theory. There is no literature that offers a rationale or justification for it or that attempts to relate it to issues in linguistics, psychology, or educational theory.
The grammar—translation method was the standard way languages were taught in schools from the 17th to the 19th centuries. Despite attempts at reform from Roger Ascham , Montaigne , Comenius and John Locke , no other methods then gained any significant popularity.
They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar—translation, students lacked an active role in the classroom, often correcting their own work and strictly following the textbook.
Despite all of these drawbacks, the grammar—translation method is still the most used method all over the world in language teaching [ citation needed ]. That is unsurprising since most language proficiency books and tests are in the format of grammar—translation method. From Wikipedia, the free encyclopedia. This section does not cite any sources.
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Approaches to language teaching and learning. Journal of Language Teaching and Research, 6 4 , p. Easton, Patricia ed. Ridgeview Publishing Co. Approaches and methods in language teaching. Rodgers, Theodore S. New York. The Teaching of Modern Languages. Language education. Mother tongue mirroring Sandwich technique Back-chaining Dictogloss Information gap. Bilingual dictionary Critical period hypothesis English as a lingua franca Interlanguage Language transfer Second-language acquisition World Englishes.
Betty Azar H. List of countries where English is an official language List of countries by English-speaking population Most commonly learned foreign languages in the U. EF English Proficiency Index. Categories : Language-teaching methodology. Namespaces Article Talk. Views Read Edit View history. Help Learn to edit Community portal Recent changes Upload file. Download as PDF Printable version.
The Grammar — Translation Method. The grammar-translation method of foreign or second language teaching which owes its name to its making use of translation and grammar study as the main teaching and learning activities is one of the most traditional methods. Also called. Also called The Grammar-Translation Method was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek Chastian, The GTM dominated language teaching from the s the mid of the nineteenth century to the s. Objectives 1.
There are many methods that is usually used by teachers to teach foreign language. One of them is Grammar Translation Method. The characteristics of GTM are used to teach grammar in the class, focused on translation and memorizing verb conjugations and forms, and given in native language. The primary skills are reading and writing. Although it is an old method, it is still used by the teachers nowadays.
To explain the deficiency and the limitations of the G.T.M as a language teaching method. 2. To find out whether the G.T.M has any advantages to the Saudi.
Direct method (education)
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Thanks for your great information, the contents are quiet interesting. Keep updating more information from your blog. It is an easy method:.
It was designed according to the faculty psychology approach which was very popular during the 18th and 19th century. The way to do this was through learning classical literature of the Greeks and Romans. It is surprising to see that the Grammar Translation Method was still in use in some classrooms during the late decades of the 20th century. The Direct Method was the answer. Brown, H.
У вас испуганный вид, - сказала Сьюзан. - Настали не лучшие времена, - вздохнул Стратмор. Не сомневаюсь, - подумала. Сьюзан никогда еще не видела шефа столь подавленным.
Ей казалось, что пар буквально выталкивает ее наверх, через аварийный люк. Оказавшись наконец в шифровалке, Сьюзан почувствовала, как на нее волнами накатывает прохладный воздух. Ее белая блузка промокла насквозь и прилипла к телу.
Больше нечему. - Вирус. - Да, какой-то повторяющийся цикл.
Лифт спускался на пятьдесят ярдов вниз и затем двигался вбок по укрепленному туннелю еще сто девять ярдов в подземное помещение основного комплекса агентства. Лифт, соединяющий шифровалку с основным зданием, получал питание из главного комплекса, и оно действовало, несмотря на отключение питания шифровалки. Стратмору, разумеется, это было хорошо известно, но даже когда Сьюзан порывалась уйти через главный выход, он не обмолвился об этом ни единым словом.
Не знаю, что ты такое подумала. - Я рада, что поймала тебя, - продолжала .