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he Grammar-Translation Method
The Grammar-Translation Method is a method of foreign or second language
teaching which uses translation and grammar study as the main teaching and
learning activities.
The Grammar translation method, or classical method emerged when people of the
western world wanted to learn "foreign" languages such as Latin and Greek. Its
focus was on grammatical rules, the memorization of vocabulary and of various
declensions and conjugations, translations of texts, doing written exercises.
A class working with the Grammar translation Method would look like that:
1. Classes are taught in the mother tongue, with little active use of the target
language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given
4. Grammar provides the rule for putting words together, and instruction often
focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis.
The advantages of the Grammar-Translation Method:
(1). In Grammar-Translation Method, the first language is maintained as the
reference system in the learning of the second language. Translation from one
language to another plays a certain part in language learning. in the GrammarTranslation Method, comparison between two languages helps students to have a
better understanding of the meaning of abstract words and complicated sentences.
(2). Systematic study of grammatical rules plays an important role in fostering
students ability of reading comprehension and producing grammatically correct
sentences. It has special importance for students in teachers colleges for whom a
good mastery of the grammar system of the target language. Understanding and
manipulating the morphology and syntax will develop students ability of analyzing
and solving problems.
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(3). The focus on understanding literary texts provides the situation in which reading
and writing abilities are well trained.
(4). The Grammar-Translation makes few demands on teachers although it often
creates frustration for students.
Disadvantages
First, overemphasis on translation can never emancipate the learners from
dependence on the first language.
Second, The Grammar-Translation puts too much emphasis on reading and writing
and neglects listening and speaking. Knowing a large number of grammatical rules
can not ensure that students can use them appropriately in real communicative
situation.
Third, in the Grammar-Translation Method, the texts are mostly taken form literary
works. The language learned often doesnt meet the practical needs of the learners.
Last, memorizing grammar rules and bilingual word lists does not motivate students
to actively communicate in the target language.
The basic premise of the Direct Method was that second language learning should
be more like first language learning. The method would include lots of oral
interaction, spontaneous use of language, no translation between first and second
languages, and little or no analysis of grammar rules.
The advantages of the Direct Method:
(1). The use of the target language as a means of instruction and communication in
the classroom contributes greatly to forming the habit of thinking in the target
language, which is necessary in efficient real communication.
(2). The emphasis on practice with new language items and on language skills,
rather than on language knowledge, is important in achieving automaticity of using
the target language.
(3). The emphasis on spoken language conforms to the objectives of modern
language teaching. Special attention paid to pronunciation and intonation is desirable
in teaching spoken language.
(4). Regarding listening and speaking as the basis of reading and writing is strategic
in fostering the four skills.
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(5). Using full sentences as teaching units makes foreign language learning more
natural and efficient for students to understand a new text and acquire a language.
The disadvantages of the Direct Method
(1). Overemphasizing the similarities between naturalistic first language acquisition
and classroom foreign language learning results in the exclusive use of the target
language. The absolute avoidance of the native tongue occasionally troubles the
Direct Method in teaching the meaning of abstract concepts.
(2). Without explicit grammar explanation, students lack a necessary knowledge of
the target language. As a result, they tend to produce utterances with a lot of
grammatical mistakes in them. It is difficult for them to safeguard against mistakes
and self-correct them without the guidance of the rules of the target language.
(3). The Direct Method places a high demand on the teacher. It requires nativespeaker teachers or teachers who have native-speaker-like fluency in the target
language.
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