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The Grammar Translation Method

1. The grammar- translation method of foreign language teaching is one of the most traditional
methods.
2. It was originally used to teach ‘dead’ languages (and literatures) such as Latin and Greek,
involving little or no spoken communication or listening comprehension.

2. To read and translate literary masterpieces and classics.

3. A focus on learning the rules of grammar and their application in translation passages from one
language into the other

Vocabulary in the target language is learned through direct translation from the native language. e.g.
the house = la casa the mouse = el ratÓn

4. Readings in the target language are translated directly and then discussed in the native language.
Grammar is taught with extensive explanations in the native language, and only later applied in the
production of sentences through translation from one language to the other. e.g: Do you have my book?
= …………………………. I don’t know where your book is = ………………….

5. Students will be able to read literature written in the target language

Students will be able to translate from one language to another

It Helps students to develop reading and writing skill

6. To help students read and appreciate foreign language literature Students can become more
familiar with the grammar of their native language

Helpful for mental exercise

7. PRINCIPLES

8. Literary language is superior to the spoken language. Students study literature and fine arts.
Translating each language into each other is an important goal for learners. The authority in the
classroom is the teacher. The ability to communicate with the target language is not among the goals
of instruction.

9. PRINCIPLES The primary skills to be improved are reading and writing. Its focus is on accuracy
(grammatical correctness) and not fluency. Ss should be conscious of the grammatical rule of the target
language.

10. 1. Translation of a literary passage ›


Students will be asked to read a literary passage and then translate the target language into their native
language

› Translation may be written or spoken

› Translation made by the students can show that they understand their meaning

11. Reading comprehension questions

› Students answer these questions in the target language

› Answers to the questions may be: Contained in the Related to text inferred experience

Antonyms / synonyms › Students are asked to find antonyms in the reading passage or, to define a set
of words based on their understanding of them as they occur in the reading passage

12. Deductive application of rule

› It is important for students to learn about the forms(grammar rules) of the target language

› Grammar rules are presented with examples

› Students are asked to apply the rules on examples they are given

13. Fill in the blank ›

Teacher give students sentences with word missing.

› Students should fill in the blanks with the new vocabulary or with a particular grammar type
Memorization

› Students are asked to memorize new words, grammatical rules, and verb conjugation

14. Use the words in sentences

› Students are asked to make up sentences with the new words they learn in the text

› This technique can show whether students really understand the new words

Composition

› Students are asked to write a composition in the target language

› The topic is based on some aspect of the reading passage

15. Advantages and disadvantages

16.
An effective way for application of grammar and sentence structure Least stressful for students as
they use their native language.

17. Wrong idea of what language is.

Unnatural method. It starts with the teaching of reading not listening

. Speech is neglected as it lays emphasis on reading and writing

. It does not give pattern practice. Less learners’ motivation

Create frustration for learners

1. AUDIO-LINGUAL METHOD

is a method for foreign language teaching which emphasized the teaching of listening and speaking
before reading and writing.

This method is combination between behavioral psychology and linguistic.

It’s also called “Army method”.

4. There are two objectives in this method:

Short-range objective includes training in listening comprehension and accurate pronunciation.

Long-range objective or the ultimate goal is to develop the student’s abilities are the same like what
native speakers have, to use it automatically without stopping to think.

6. Audio-lingual Method(ALM) was developed in the US during the Second World War.

This method is accepted by people of other countries and was introduced in Indonesia in the 1960’s.

8. Theory of language

Theory of language learning

10. Based on the principles of behavior psychology.

Spoken form first, written form later.

Grammar is taught inductively through drills.

11. Vocabulary is limited and learned in context, not in isolation.

Purpose language is the medium of instructions

. New material is presented in dialogue form.

12. Teacher-dominated method.


Correct pronunciation and grammar emphasized.

Successful responses are immediately reinforced.

14. All students act in the classroom.

The stage of the class more interesting and lively.

Speaking and listening skills are better trained.

16. Grammar skill untrained.

Students were not able to transfer skills to real communication outside the classroom.

Many student found boring and unsatisfying.

18. Learner can be directed by skilled training techniques to correct responses.

They are reactive role.

20. Central and active

Monitors and correct the learners performance.

22. It is still sometimes used in ESL classrooms.

It can be beneficial but should be used in conjunction with other methods.

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