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"A method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities." The Grammar Translation Method was the traditional way in which 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. The Grammar Translation Method emphasizes on reading rather than the ability to communicate in a language.
Features of the Grammar Translation Method In this method mother tongue is involved. Vocabulary items are taught in the form of word lists. Elaborate explanations of grammar. Focus on the morphology and syntax. Reading of difficult texts early in the course. Practice focuses on exercises translating sentences or texts from mother tongue to the
target language and vice versa. Grammar Translation Method was still in use in some classrooms during the late decades of the 20th century because it bears some advantages.
The children loss free expression in English. They first think in mother-tongue and then
translate their ideas into English.
This method encourages word for word translation. The student learn to keep the
translation and kill the sense.
There is no scope of creative writing in this method. It binds language in the grammar rules. There is no conversation in target language. It neglects speech. It makes teacher work boring Activity of the Grammar Translation Method
Miss Sadaf uses Grammar Translation method in her class room. She asks her student to read out passage from their text book and translate into Urdu. She ask student to read out passage bit louder. At last Napoleon made a terrible mistake. He led his army into Russia. The Russian people fled before him burning their corn and carrying off their cattle so that he and his men might have nothing to eat. They even set fire to the city of Moscow rather than let the French find a refuge there. The soldiers were half starved, and with starvation came sickness; yet Napoleon stayed on up to autumn. At length, in October, he determined to France. After reading this passage teacher ask student to translate this passage in to mother tongue. Teacher help student with new vocabulary item. Student translates in this way. Akher kar Napoleon say aik khofnak galti sarzad howe. Iss ny Russe per foje kashi ki. Ahle Russe bheroon ki terhan un k agey bhag nikaly ur jaty howy anaj ko nazer-e-atish krty ur mowasheon ko apny sath lety gaey take usy ur iss k satheon ko wahan khany ko kuch na mily. Unhon ny tu Masco k sheher ko bhe agg laga di ur yh bhe na gawara kea k francesseon kowahan panah mily. Sepahe mary bhok k adh mohe ho k reh gaye. Iss faqa kasha sy who bemaar ho gaye. Iss k bawajod Napoleon musam-e-khezan tk wahan parha raha. Liken akher kar October k meheny main uss ny France jany ka fesala kea. Student read and translates this passage in this manner. Teacher asks some question regarding this passage from the class. Students answered the questions in mother-tongue. Teacher gave
students exercises of synonyms and antonyms, cognates, fill in the blanks and use words in sentences. At the end of this activity teacher gives the student a topic to write about in the target language.
The third quality of this method is that every sentence, which is complete, is a unit only; it is a means of expressing ideas. The direct method emphasizes the oral aspects of teaching. Spoken words should be made the basis and as far as possible the medium of instruction. In the direct method grammar is taught inductively rather than deductively. There is a focus on everyday vocabulary. Visual aids are used to teach vocabulary. Particular attention is placed on the accuracy of pronunciation and grammar. A systematic approach is developed for comprehension and oral expression.
must do before they cut up the fruit. The learners first wash their hands and then wash the fruit to remove dirt and germs. Teacher discusses the importance of doing this. Each learner uses a knife, preferably a plastic knife and a plate. They cut their fruit in small pieces with the help of the teacher. The teacher sprinkles a little sugar over the fruit salad and each learner receives a helping of fruit salad. The learners enjoy their salad. Learners must be taught to help clean up after the activity. The teacher divides the class into groups. Each group sings a different part. One group sings the first verse twice. Another group sings the next two lines, the next group the next two and so on. This song can be sung with actions.
Song
Bye Bye Germs I wash, wash, wash And I rub, rub, rub All the fruit in my tub (2) Hey germs, youve got to go! You want to stay, Oh no! The germs say, Bye, Bye, we are on our way. See you another day, if we may. No, No, we are sorry, You are not welcome, besides we really are in a big hurry. Miss Naghat made activity for senior primary class. She read story for learners about Healthy Toilet Habits.
Maryam learnt her lesson Maryam was very excited. She smelt noodles boiling. That was her favorite food. She kept asking her mother how much longer she had to wait before she ate her boiled noodles. She waited patiently on the steps outside. When it was done, her mother called out for her to come and help herself from the dish on the table. It looked delicious. Just then Maryam decided to go to the toilet. She rushed to the toilet with only the boiled noodles on her mind. She ran out and went inside the kitchen. She took the noodles from the plate and ate it hurriedly. She loved it. In the afternoon, Maryam suddenly felt her tummy ache. She began to feel sick. She had a runny tummy and suffered from stomach cramps. She felt weak and tired. Her mother said that she should drink more liquids and she would be fine. Maryam was not getting any better that day so her mother took her to the clinic the next day. The nurse said that Maryam was dehydrated and had diarrhea. She gave Maryams mother some tips on how to care for her. The nurse asked Maryam many questions. Maryam then realized the reason why she was ill. It was because she did not wash her hands after going to the toilet. She was in a hurry to eat the boiled noodles. Maryam could not believe how sick she felt. She blamed herself for being so careless. She did not realize that not washing her hands after visiting the toilet could make her so sick. After telling the story teacher asks many question about this story and discuss story in class room. And ask learners to answered question in target language.
Conclusion
In translation method student lose free expression in English. It neglects the speech. This method did not fulfill all the demands. In spite of its achievements, the direct method fell short from fulfilling the needs of educational systems. One of its major shortcomings is that it was hard for public schools to integrate it. Direct Method did not take well in public education where the constraints of budget, classroom size, time, and teacher background made such a method difficult to use.
After a short popularity in the beginning of the 20th century, it soon began to lose its appeal because of these constraints. It then paved the way to the Audio-lingual Method.
Bibliography:
www.investopedia.com/terms/d/direct_method.asp