THE GRAMMAR-TRANSLATION METHOD
THE GRAMMAR-TRANSLATION METHOD
Introduction
The Grammar-Translation Method was called the Classical Method since it was first used in the teaching of the classical language, Latin and Greek ( Chastain 1988 ). 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 grammar of the target language, students 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.
Experience
The class reading a passage in their text book, entitled 'The Boy's Ambition' from Mark Twain's Life on the Mississippi. Each students is called on to read a few lines from the passage. After they have finished reading, they are asked to translate into Spanish the few lines they have just read. The teacher helps them with new vocabulary items. Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. The next section of the chapter deal with grammar. The students follow in their books as the teacher reads a description of two-word or phrasal verbs. These are listed following the description, and the students are asked to translate them into Spanish.
Reviewing the Principle
1.The goals that used Grammar-Translation Method to learn about the grammar rules and vocabulary of the target language.
2.The role are very traditional. The teacher is autority in the classroom.
3.Students are taught to translate from one language to another.
4.There is little students initiation and little student-student interaction.
5.There are no principle of the method which related to this area.
6.Literary language is considered superior to spoken language, culture is viewed as consisting of literature and the fine art.
7.Vocaburary and grammar are emphasized. Reading and writing are primary skills.
8.The language that is used in class is mostly the students' native language.
9.Ask students to apply grammar rules are also common.
10.If students make errors, the teacher supplies them with the correct answer.
Reviewing the Techniques
- Translation of a literary passage
Students translate a reading passage from the target language into their native language. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.
-Reading comprehension questions
Students answer questions in target language based on their understanding of the reading passage.
-Antonyms/synonims
Students are given one set of words and are asked to find antonyms in the reading passage.A similar exercise could be done by asking students to find synonims for particular set of words.
-Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. This techniques only be useful in language that share cognates.
-Deductive application of rule
In deductive, from patterns of language to examples.
-Fill-in-the-blanks
They fill in the blanks with new vocabulary items or with items of a particular grammar type.
-Memorization
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.
-Use words in sentences
Students make up sentences in which they use the new words.
-Composition
The teacher gives the students a ttopic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.
Conclusion
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.
Introduction
The Grammar-Translation Method was called the Classical Method since it was first used in the teaching of the classical language, Latin and Greek ( Chastain 1988 ). 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 grammar of the target language, students 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.
Experience
The class reading a passage in their text book, entitled 'The Boy's Ambition' from Mark Twain's Life on the Mississippi. Each students is called on to read a few lines from the passage. After they have finished reading, they are asked to translate into Spanish the few lines they have just read. The teacher helps them with new vocabulary items. Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. The next section of the chapter deal with grammar. The students follow in their books as the teacher reads a description of two-word or phrasal verbs. These are listed following the description, and the students are asked to translate them into Spanish.
Reviewing the Principle
1.The goals that used Grammar-Translation Method to learn about the grammar rules and vocabulary of the target language.
2.The role are very traditional. The teacher is autority in the classroom.
3.Students are taught to translate from one language to another.
4.There is little students initiation and little student-student interaction.
5.There are no principle of the method which related to this area.
6.Literary language is considered superior to spoken language, culture is viewed as consisting of literature and the fine art.
7.Vocaburary and grammar are emphasized. Reading and writing are primary skills.
8.The language that is used in class is mostly the students' native language.
9.Ask students to apply grammar rules are also common.
10.If students make errors, the teacher supplies them with the correct answer.
Reviewing the Techniques
- Translation of a literary passage
Students translate a reading passage from the target language into their native language. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.
-Reading comprehension questions
Students answer questions in target language based on their understanding of the reading passage.
-Antonyms/synonims
Students are given one set of words and are asked to find antonyms in the reading passage.A similar exercise could be done by asking students to find synonims for particular set of words.
-Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. This techniques only be useful in language that share cognates.
-Deductive application of rule
In deductive, from patterns of language to examples.
-Fill-in-the-blanks
They fill in the blanks with new vocabulary items or with items of a particular grammar type.
-Memorization
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.
-Use words in sentences
Students make up sentences in which they use the new words.
-Composition
The teacher gives the students a ttopic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.
Conclusion
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.
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