Grammar Translation Method. Principles and techniques.

Most teachers who employ the Grammar Translation Method to teach English would probably tell you that the most fundamental reason for learning the language is give learners access to English literature, develop their minds "mentally" through foreign language learning, and to build in them the kinds of grammar, reading, vocabulary and translation skills necessary to pass any one of a variety of mandatory written tests required at High School or Tertiary level.Some teachers who use the method might also tell you that it is the most effective way to prepare students for "global communication" by beginning with the key skills of reading and grammar. The Grammar Translation method embraces a wide range of approaches but, broadly speaking, foreign language study is seen as a mental discipline, the goal of which may be to read literature in its original form or simply to be a form of intellectual development. There are some useful techniques associated with the Grammar-Translation Method. Below is an expanded descrip­tion of some of these techniques. Translation of a Literary Passage. Students translate a reading passage from the target language into their native language. The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lessons. Antonyms/Synonyms 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 synonyms for a particular set of words. Or students might be asked to define a set of words based on their understanding of them as they occur in the reading passage. Cognates Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. Deductive Application of Rule Grammar rules are presented with examples. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples. Fill-in-the-blanks Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses. 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 In order to show that students understand the meaning and use of a new vocabulary item; they make up sentences in which they use the new words. Composition The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a precise of the reading passage.

Date: 2015-01-02; view: 2387