Grammar Translation Method Lecture 2

What is a Method?A particular procedure for accomplishing or approaching something, especially a systematic or established one.The method in this course means principles and techniques employed to teach a foreign language.Method composed of both the principles and techniques.What are the principles?

What is a method? Cont.Principles involve five aspects of second or foreign language teaching.The teacherThe learnerThe teaching processThe learning processThe target language/culture

Grammar Translation Method:

Review of Lecture 1Introduction to TEFLIntroduction to Language teaching methodsScope of TEFLOverview of the contents

Definition "a method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.

Old name: Classical Method

BackgroundThe Grammar Translation Method was the traditional way Latin and Greek were taught in Europe.

In the 19th century it began to be used to teach modern languages such as French, German, and English, and it is still used in some countries today.

PurposeHelp students read and appreciate foreign language literatureStudy grammar of the target languageBetter understand grammar of the native language through familiaritySpeak and write their native language betterIntellectual growth through grammar exercises

Sample GTM ClassLevel of students: high intermediateStrength: 42Class duration: 2hrs thrice a weekSetting: ColumbiaMother tongue: Spanish

Proceedings

Reading a literary passage of Englishlife on the Mississippi by Mark TwainTranslation from English to MTWord meanings English to MTOral comprehension discussion in MTTeacher provides answers and meanings to difficult itemsWritten Comprehension question answers in EnglishTeacher determines if the answer is correct or not.Focus on finding the CORRECT answer

proceedingsFor a given list of English words, students are asked to locate antonyms from the text.Grammar Rule for the use of Direct object read by teacherExamples are provided by the teacherStudents identify separable and inseparable phrasal verbs from the text.Students fill in the blanks in the given sentences with a list of phrasal verbs. First two items done collectively, rest separately

proceedingsHome assignment: Memorization of translation of list of English phrasal verbs and idioms, sentence formation based on English vocabulary listFollow up classes agendaTranslationDirect object rule memorizationPractice of grammar rulesUse of irregular verb forms and memorization of list of verbsComposition writing about students ambitionTranslation from Spanish to English

Summary of Lecture 2GTMDefinitionPurposeProceeding

Lecture 3Review of previous lectureGTMDefinitionPurposeproceedingsPrinciples of GTM (concept, theory, rules, regulations)Techniques of GTM (What is being taught, how it is being taught, what exercise used, what activities used, how class is conducted)Flaws of GTM

What is a principle?Abstract and underlying rules and regulationsConceptual details/ Theoretical details of a subjectA principle determines techniques used in the classExample:Principle: MemorizationTechnique: class room learning of verb forms list

Principles:

Principles of GTM1: What are the goals of teachers using GTM?Develop ability to read foreign language literaturelearning grammar rulesLearning foreign language vocabularyStudying foreign language is good for student mental exercise

2: Role of teacher in GTMTraditionalAuthoritativeProvider of knowledgeStudents do what he/she asks them to.

3: Characteristics of teaching/learning processTranslation from one language to anotherStudy of culture and literature of target language communityDeductive study of grammar: rules first, followed by practice of rules (general to particular)Grammatical paradigms memorization such as verb forms/ conjugationsMemorization of vocabulary lists

Paradigm/conjugations

4: Nature of student-teacher interactionMost of interaction is teacher-student interactionLittle or no student-student interactionNo pair work, no discussion, no group workOnly individual workFeelings of students not dealt with

5: How is language/ culture viewed?Literary language is considered superior to spoken languageFocus on teaching only the language of literatureCulture of foreign language community through their literature and art

6: Which language skills are emphasized?VocabularyGrammarReading skills: literary text readingWriting skills : comprehension questions and composition writing

7: What is the role of students native language?Language of classroom interaction between teacher and studentsLanguage used for understanding and translating the foreign language text

8: How is evaluation accomplished?Written tests focusing on translation from one language to the otherQuestions about foreign language cultureQuestions on the application of foreign language grammar rules.

9: Teachers response to student errorsCorrection is emphasized/ appreciatedErrors as unnecessary and signs of failureAccuracy to be attainedTeacher knows the RIGHT answer

Review of Techniques of GTMWhat is a technique?What is being taught.How it is taught.What activities used.What exercises done.

1. Translation of Literary passage

Reading Skills emphasizedLiterary text as core text for grammar and vocabulary practiceTeacher may pick a literary passage Teacher may write a passage for grammar and vocabulary practiceTranslation may be spoken or writtenPhrasal verbs and idioms not to be literally translated by meaningfully understood in mother tongueTo kick the bucket

2: Reading Comprehension QuestionsPurpose: to check understanding of the passageFirst type of questions: information questions from the textWhen did Mark Twain live? Second type of questions: Inference questions based on understanding of the passageDo you think the boy was ambitious? Why or why not?Third type of questions: Related the passage to the personal experienceHave you ever thought of running away from home?

3: Antonyms/ SynonymsStudents given a set of words and asked to search antonyms from the textStudents given a set of words and asked to search synonyms from the textDefine difficult words from the textOther vocabulary exercises

4: CognatesStudents are taught to recognize the spellings or sound patterns which are similar in foreign language and mother tongueEnglish word Possibility (-ty)Spanish word Posibilidad (-dad)

Cont5: Deductive application of rules6: Fill in the blanks : use of prepositions, verbs, helping verbs, pronouns and other vocabulary exercises7: Memorization: vocabulary lists, rules, conjugations, 8: Sentence formation9: composition: writing exercise that makes use of words and structures learned from the text and bringing students personal experience in class

Flaws of GTMExplicit grammar rule based teachingFocus on memorization rather than meaningful learningSpeaking and listening skills ignoredPronunciation ignored, fluency ignoredNo communication/ interaction encouragedTeacher oriented classesStudents feelings and pace of learning ignoredStudents not having freedom in language practiceFocus on accuracy and correctness

Factors that lead to the rejection of Grammar-Translation Method:A. Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages. B. Language teaching specialists also turned their attention to the way modern languages were being taught in secondary schools. C. New approaches to language teaching were developed by individual language teaching specialists.

Summary of Lecture 3Principles of GTMTechniques of GTMFlaws of GTM