MTODOS DE ENSEANZA PARA EL IDIOMA INGLS GRAMMAR TRANSLATION What were the purposes of using the Grammar-Translation Method

in the early 20th century? It was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. (3) Finally, it was thought that foreign language learning would help students grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway. What is the rationale of using the Grammar-Translation Method? A fundamental purpose of learning a foreign language is to be able to read literature written in the target language. (2) Students need to learn about the grammar rules and vocabulary of the target language. (3) It is believed that studying a foreign language provides students with good mental exercise which helps develop their minds. State the main principles of the Grammar-Translation Method. 1) A fundamental purpose of learning a foreign language is to be able to read literature written in it. Literary language is superior to spoken language. 2) An important goal is for students to be able to translate each language into the other. 3) The ability to communicate in the target language is not a goal of foreign language instruction. 4) The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation. 5) The teacher is the authority in the classroom. It is very important that students get the correct answer. 6) It is possible to find native language equivalents for all target language words. 7) Learning is facilitated through attention to similarities between the target language and the native language. 8) Deductive application of an explicit grammar rule is a useful pedagogical technique. 9) Language learning provides good mental exercise. 10) Verb conjugations and other grammatical paradigms should be committed to memory. What are the goals of teachers who use the Grammar-Translation Method? (1) A fundamental purpose of learning a foreign language is to be able to read literature written in the target language. (2) Students need to learn about the grammar rules and vocabulary of the target language. (3) It is believed that studying a foreign language provides students with good mental exercise which helps develop their minds.

What is the role of the teacher? What is the role of the students? The teacher is the authority in the classroom. The students do as the teacher says so they can learn what s/he knows. What are some characteristics of the teaching/learning process? (1) Students are taught to translate from one language to another. (2) Students study grammar deductively; that is, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. (3) They also learn grammatical paradigms such as verb conjugations. (4) They memorize native language equivalents for targetlanguage vocabulary words. What is the nature of student-teacher interaction? What is the nature of student interaction? Most of the interaction in the classroom is from the teacher to the students. There is little student initiation and little student-student interaction. How is the language viewed? How is culture viewed? Literary language is considered superior to spoken language. Culture is viewed as consisting of literature and the fine arts. What areas of language are emphasized? What language skills are emphasized? (1) Vocabulary and grammar are emphasized. (2) Reading and writing are the primary skills that the students work on. (3) There is much less attention given to speaking and listening. (4) Pronunciation receives little, if any, attention. What is the role of the students' native language? (1) The meaning of the target language is made clear by translating it into the students' native language. (2) The language that is used in class is mostly the students native language. How is evaluation accomplished? (1) Written tests in which students are asked to translate from their native language to the target language or vice versa are often used. (2) Questions about the target culture or (3) questions that ask students to apply grammar rules are also common. How does the teacher respond to student errors? (1) Having the students get the correct answer is considered very important. (2) If students make errors or do not know an answer, the teacher supplies them with the correct answer. What are the main techniques associated with the Grammar-Translation Method?

14-Discuss .. as a technique of the Grammar-Translation Method. 1) Translation of a literary passage a) Students translate a reading passage from the target language into their native language. b) The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lessons. c) The passage may be excerpted from some work from the target language literature, or a teacher may write a passage carefully designed to include particular grammar rules and vocabulary. d) The translation may be written or spoken or both. e) Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning. 2) Reading comprehension questions a) Students answer questions in the target language based on their understanding of the reading passage. b) The questions are sequenced so that the first group of questions asks for information contained within the reading passage. c) The second group of questions requires students to make inferences based on their understanding of the passage. d) The third group of questions requires students to relate the passage to their own experience. 3) Antonyms/synonyms a) Students are given one set of words and are asked to find antonyms in the reading passage. b) Students could also be asked to find synonyms for a particular set of words. c) Students might be asked to define a set of words based on their understanding of them as they occur in the reading passage.

The grammar translation method for a foreign language teaching is one of the most conventional methods, which has a long history. The grammar translation method or classical method emerged when people of the western world wanted to learn foreign language such as Latin and Greek. The major characteristic of the grammar translation methods is, precisely as its name suggests, a focus on learning the rules of grammar and their applications in translating passages from one

language into the other. Vocabulary in the target language is learned through direct translating from the native language. There are some methods in translation method: translation of the text, comprehension of question, antonyms/synonyms, and deductive applications of rules. Fill in the blanks, memorizations, making sentences, compositions. A class working with the Grammar Translation method would look like as follows: 1. 2. 3. 4. Classes are taught in the mother tongue, with little active use of the target language. Much of the vocabulary is in the form of lists of isolated words. Long elaborate explanations of the intricacies of grammar are given. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection for words. 5. Reading of difficult classical texts in the beginning of the class. 6. Little attention is paid to the contents of texts, which are treated as exercises in grammatical analysis. 7. In teaching grammar, it is important to make the language situations and language material as realistic as possible. Immediately after supplying students with adequate explanations of grammar functions, the teacher can provide students with suitable situations that encourage students to ultimately use the rules in real life communication. For instance, in teaching the modal auxiliaries can and may, what should be made clear is that the two modals are not synonyms and that there are contexts in which only one of them is appropriate. Thus, these two sentences have slightly different meaning: 1) It can be very nice to have a picnic in winter. 2) It may be very nice to have a picnic in winter.

The grammar translation method has a long history, so the very advantages and disadvantages have been demonstrated during the teaching processes. 1. Advantages: first, the grammar translation method is good for language learners to recognize some features of two languages, and some of the learners study the target language very well by this method. That is because the grammar translation method emphasizes the importance of vocabulary and grammar learning. For example, Chinese students generally show great interest in language structures and linguistic details when they are learning a language. we would like to know what happens, because if we understand the system, we can use English more effectively (Harvey, 1985). Therefore, in teaching English to Chinese students, appropriate grammar analysis is essential especially for beginners. 2. The grammar translation method is good for language learns to cultivate their abilities to study independently. Because of focus of the grammar translation method is on reading, the learners reading abilities can be improved greatly.

3. Due to the features of the grammar translation method, teachers English ability is not very high. Grammar is taught with extensive explanations with the native language, and only much later, the production of sentences are through translation from one language to the other, and this is good for students to understand the content of the text. 4. Because of te disequilibrium of economy and historical reasons, the local English in China is unbalanced. The majority of students have failed to perform well in English in Chinas undeveloped areas. Under such circumstances, the grammar translation method is good, alternative approach. Obviously, there are many drawbacks of the grammar translation approach. Virtually no class time is allocated to allow students to produce their own sentences, and even less time is spent on oral practice (whether productive or reproductive). Students may have difficulties relating to the language, because the classroom experience keeps them from demonstrating and developing their own potentials. In addition, culture is communicated through means of reading passages, but there is little direct confrontation with foreign elements. This method gives pupils the false idea of what language is and of the relationship between languages. Language is seen as a collection of words which are isolated and independent and there must be a corresponding word in the native tongue for each foreign word he learns. What the biggest defeat of the grammar translation method is that learners are not enthusiastic about studying target language. Because learners feel dull when the just learn grammar. Due to the advantages of grammar translation method, which not only is applied in some areas in China, but also in some backward areas, such as Guizhou Province? That is because, among all the second language teaching methods, the grammar translation method is the easiest for a teacher to employ. It does not require a teacher to speak good English or make good lesson preparations. All teacher needs to do is to put English into Chinese, word by word, sentence by sentence. The teacher does not need to prepare and use any other teaching tools except the textbook. The teacher is a translator rather than an instructor to the students. Also, students find it much easier to understand English with the help of Chinese. Another reason for the dominance of the grammar translation method is that are not enough qualified English teacher. A qualified English teacher should not only be capable in all four skills, but also know how to work with the students so they learn t communicate with other English speakers. But quite a number of teachers, especially in the vast rural areas, only have a secondary school education. What they know about English is limited to some basic English grammar and vocabulary. They have very poor pronunciation and intonation, with a strong local accent, and they cannot speak English fluently. For them the grammar translation method is the most acceptable because they can basically teach English in Chinese. English teaching is comparatively new in our country and most English teachers, especially the more experienced ones, know little about the newer methodologies. Quite often, ironically, it is those who cannot teach English well who are chosen to teach the methodology courses. Some teachers never hear about other teaching methods, only the grammar translation method.

Nowadays, quality oriented education is put into practice. Learning a foreign language, English in particular, is one of particular, is one of the essential sector in quality . oriented education, the improvement of grammar translation method has become very important and necessary. 1) Oral and listening practice should be given in the classroom in order to train students language abilities, while teachers themselves should improve their oral capacities. 2) According to the difference of students personality, how to motivate students interest in English learning is also very important. In modern education, learners interest are regarded more and more important in teaching method. According to reaches, teaching and learning are two factors wich affect teaching process. In general, if teachers teach grammar to students, they would fell dull. So teachers should design various activities to keep and stimulate their interest. 3) Instead of being the dominating authority in the classroom, the teacher facilitates the communicative process among all the learners and between the students and the various tasks, giving guidance and advice when necessary. Furthermore, teachers act as independent participants within the learning - teaching group. However, this does not mean that once a teaching activity is in progress, the teacher should become a passive observer. It is still the teachers obligation l to develop the students potential through external direction, although the teacher may be nondirective in general, it is still the teachers responsibility to recognize the distinctive qualities in the students and to help the students develop those qualities. In contemporary Englis teaching, the teachers function should become less dominant than before, but no less important. For example, his/ her role as an independent participant within the learning teaching group is closely related to the ovjective of his/ her role as communicative activator. These roles include a set of secondary role for a teaher: a) As an organizer of resources and as a resource. b) As a guide and manager of activities. c) Is that of researcher and learner, with much to contribute in terms of appropriate knowledge, abilities, and actual and observed ezperience in the nature of learning

The grammar translation teaching method is a good method hat is applied to the teaching process. Even though there are some advantages and disadvantage in the grammar translation method, we should combine this method to other teaching meholds according to different condition in some different areas.

READING METHOD

DIRECT METHOD The Direct Method was developed by Maximilian Berlitz towards the end of the 19th century as a reaction to the Grammar Translation Method. AUDIOLINGUAL METHOD Founded around 1950s and 1960s, Audio Lingual was based on structural linguistic an behavioral psychology: the way to acquire the sentence patterns of the target language is repetition of dialogues about everyday situations that are imitated and drilled to make the response automatic. This method was widely used in the United States and other countries in the 1950s. this method says that language is a process of habit formation.

Theory of learning Behaviorism, including the following principles: Mistakes are bad and should be avoided, as they make bad habits. Language skills are learned more affectively if they are presented orally first, then in written form. Possive reinforcement helps students to develop correct habits.

The objectives of this method Accurate pronunciation and grammar. Ability to respond quickly and accurately in speech situations. Knowledge of sufficient vocabulary to use with grammar patterns.

Types of learning techniques and activities

Procedures in an audio-lingual class Student hears a model dialogue. Student repeats each line of the dialogue. Certain key words or phrases may be change in the dialogue. Key structures from the dialogue serve as the basic for pattern rills of different kinds. The student practices substitutions in the patterns drills.

TOTAL PHYSICAL RESPONSE