Grammar Translation Method
Historical
Background of Grammar Translation Method:
The Grammar Translation
Method of foreign language teaching is one of the most traditional methods,
dating back to the late nineteenth and early twentieth century. In terms of
learning a foreign language in the West, the meaning was generally taken as
learning of Latin and Greek. For the acquisition of L2, Classical Method was
adopted that focused on the following: grammatical rules, memorization of
vocabulary, translation of texts, and doing written exercises. In the
nineteenth century, the Classical Method came to be known as the Grammar
Translation Method. Grammar Translation Method began in Germany, or more
accurately, Prussia, at the end of the eighteenth century and flourished as the
most trusted and favoured methodology of learning L2. The Grammar-Translation Method aimed at
adapting to the circumstances and requirements of schools. Its focus was to
make language learning easier. The fundamental attribute was the replacement of
traditional texts by exemplary sentences. Grammar-Translation was the offspring
of German scholarship, the object of which, according to one of its less
charitable critics, was “to know everything about something rather than the thing
itself”.
Techniques
used in Grammar Translation Method:
In Grammar Translation
Method, the techniques employed in making the learners acquire L2 were as
following:
·
Translation of a literary passage (from
target language to mother tongue)
·
Reading comprehension questions (finding
information in a text)
·
Antonyms, synonyms (finding antonyms and
synonyms for words or sets of words)
·
Fill in the gaps (new words or items of a
particular grammar)
·
Memorization (vocabulary lists or
grammatical rules)
·
Use words in sentences (to illustrate the
understanding of mseaning and use of new words)
·
Cognates (Learning spelling/sound patterns
that correspond between L1 and the target language)
·
Composition (Students write about a topic
using the target language)
Principles
and Characteristics of Grammar Translation Method:
Grammar Translation
Method, through translation of the classic literature, not only aimed at the
learning of L2, but also was seen as a practice for mental discipline and
intellectual development. Moreover, the idea of teaching L2 through explicit
grammar rules makes one think that learning a foreign language is a matter of
mastering the grammatical rules of the target language. From the four basic receptive and productive
skills of a language, reading and writing were the main focus. Written and
reading accuracy was emphasized. Words and vocabulary items were taught through
bilingual word lists, i.e. the words were written both in L1 and L2. For
teaching grammar, deductive method was used and the other tongue of the learner
was employed in teaching L2. Often the only drills are exercises in translating
disconnected sentences from the target language into the mother tongue. Little
or no attention was given to the pronunciation.
Role
of Teacher:
In Grammar Translation
Method, teachers are the guides. They are expected to explain rules and
patterns of grammar. Teachers are guides since Grammar Translation Method
focuses on memorization of rules, operating morphology and syntax of L2. On the
part of teachers, fewer specialized skills are needed as the translation tests
and marking grammar exercises objectively is easy. The teachers provide
students with translation practice, corrects the practice exercises and
controls language and structure. The teacher’s attitude towards errors is that
the errors are not acceptable as grammar is taught rigorously. One of the
teacher’s prime function is
that of observation rather than corrective intervention in regards to the
learners.
Role
of the Learner:
Concerning the role of
learners, they are expected to memorize explicit grammar rules and vocabulary
items and were supposed to produce the translations of L2 into L1. This
practice meant a laborious and painstaking work which often created frustration
in the learners. Main activities
and controls are stated by the students, he or she is the one who provides the
course of the learning process and the status of knowledge as well. Cooperative
work and integrated behaviour in learners was essential for the practice. Since
Grammar Translation Method focused on the translation of literary texts,
academic skills – such as metalinguistic knowledge, knowledge of L1, and
intellectual activity – were also needed in the students.
Advantages
of Grammar Translation Method:
The Grammar Translation
Method has been practiced so widely and has survived so long for its main
advantages. First, as many schools still have classes with large number of
students, GTM with its focus on teacher centeredness is cost-effective and
appropriate. Next, its main technique, translation into learner's L1, along
with some sort of accuracy in understanding synonyms helps meaning to be
clarified and the possibility of any misinterpretation or misunderstanding
removed. Further, this method saves a lot of time because via translation from
one language into another the meanings, words and phrases of the target
language would quickly be explained. So, even teachers who are not fluent in L2
can teach through this method. Finally, teachers are less challenged because
the students understand, and will not have any problems in responding the
comprehension questions asked in the first language. This helps teachers to
understand whether the students have learned what they were taught or not.
Disadvantages
of Grammar Translation Method:
Where there are
advantages of Grammar Translation Method, there are some disadvantages of this
method which made this method fall from use. Speaking and understanding are
more important for learners to communicate in real life situations, but Grammar
Translation Method focused on reading and writing. It prefers written language
to spoken language. This method uses a graded grammatical syllabus and learners
must gradually accumulate and accurate command of each item in the syllabus.
This may be a big disadvantage for learners who want to start using the
language straight away. Learning through exposure, experience and use found no
scope in this method; instead Grammar Translation Method used conscious memorization
of grammar rules or vocabulary instead. Furthermore, in this method the teacher
and the learners speak mainly in their mother tongue which meant no real
interaction practice in L2. Also, it was not always practically possible to
translate the literary texts into L1 as the classic texts contained many
archaic words and were not ideal for use as the literary language is hardly
used in day-to-day life.
Conclusion:
Due to its rigorous
grammar training and intellectual development scope through the translation of
classic literary texts, Grammar Translation Method remained in practice for a
very long time in the history of second language acquisition. However, the
inability of the method to ensure comprehensible spoken fluency and its
impracticality to deal with real life language problems dropped Grammar
Translation Method from use.
References:
The Grammar Translation http://www.unizar.es/elafuen/files_metodologia/tema_2/The%20Grammar%20Translation%20(diapos).pdf.
The Grammar
Translation Method. Accessed 10 January
2010
https://esl-methods.wikispaces.com/file/view/The+Grammar+Translation+Method.pdf.
Mart, Cagri
Tugrul. 2013. "The Grammar-Translation Method and the Use of Translation
to Facilitate Learning in Esl Classes." Journal of Advances in English
Language Teaching 1 (4): pp. 103-105.
Mondal, Nitish
Kumar. 2012. "A Comparative Study of Grammar Translation Method and
Communicative Approach in Teaching English Language." New York Science
Journal. http://www.sciencepub.net/newyork/ny0505/013_9247ny0505_86_93.pdf.
Reni Fitriyanti,
Apik Soraya. 2011. Grammar Translation Method.
https://novaekasari09.wordpress.com/2011/06/12/grammar-translation-method/.
rights
are reserved by Esmaeil, All, and Heydari Asl. "Comparative Study of
Grammar Translation Method (Gtm) and Communicative Language Teaching (Clt) in
Language Teaching Methodology."
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