that result in Jeaming | by pupil. d as a process or procedure results Methods is'one of the’ most fundame tion, the central problem of teaching and the central. The choice of be method depends upon | fie préparartad erest and imagination of the teacher who intends to use it in ticular situation for a particular subject and topic. In most specific term; a method is a general process of creating tion between the subject matter offered by the school and the students. It has an established sequence of doing something It possesses such characteristics as: It is planned effort. It has an established sequence. tof Is has established relationship between the subject matter and the students. The following methods are traditional in nature but are in teaching learning situation. ‘ ao) _ Discussion method.A method is directly linked with objectives. ‘The spirit of method is the feeling of "how" works. _ A method emphasizes on proper and systematic planning of - content. r A method is a vast activity which includes interaction between the subject matter and the students. A method is a whole, it includes many techniques. A method is planned before hand. A method emphasized on psychological aspects. _ Technique 12) A technique is directly linked with method, Meas spirit of technique is "with what". technique ue emphasizes on physolo ical and logicalok, of eching periods, It athe includes of material to be taught! Approach i An approach is a point of view, which is iad tives. In English languages teaching two approaches atssey a very different from o1 ish teacher should know the different Principle of Motivation Evéry English teacher must’bear in his mind that the prePrinci Ble of Habit Folmain s The language teacher always believes that language is acquired — so an English teacher should provide enough drill practice to his students to make the language habit automatic. When pupil can manipulate a pattern it should be practiced in a meaningful sequence of ‘sentences. Learners will become habitual to speak English. ee '7- The Principle of Guidance | Proper guidance and correction of the learners learning | pronunciation and sentence pattern is a necessary part of English teaching. This guidance and correction must come early in the learnin; | experience before incorrect habits are formed. The slow learners should iven more help and guidance than the bright learners. he Principle of Consistency The teacher should teach the English expression reali a ¢ they. are teaching. So that learners can recall each one at once SoBear span tito ov initations of tran. THE GRAMMAR TRANSLATION METHOD (GT™) ___ An English teacher always tries to achieve the objectives. 6 English teaching. A teacher always follow some adequate methods of approaches for an effective learning. There are many methods and approaches for language learning. Teacher is a final judge. He choose the best method for his teaching which is appropriate to the situation and topics. In English learning Grammar Translation Method (GTM) is ‘one of the best method being used. | Introduction ' GTM method is the oldest method of teaching a foreign language. This method come to Indo-Pak with the arrival of British le this method was used already in this region for Arabic, Persian Sansikrit by Mulvies and Pundits living there. Now it has being. | over the country. In our eat it is used in our classroo!his good memory, concentration and to think OP ne words phrases and terms. These are the qualities for a essful usage of translation. EDURE OF TRANSLATION ja0 i also. These merits are differenti in its nature and. ia x N ethod of Foreign Language Basically, translation method is the method for ted ign language like English. For using translation method me FEnglish words, phrases at sentences in Urdu or regional lang “aes Method; Abstract terms such as autumn, honesty, 004, uly, at etc. can be explained easily without much waste of time or energy. _this way this method is economical because it saves'time: %o- 7- Aims of Reading Ability In this method it is desirable that sufficient time be devoted for reading at both levels elementary and secondary. During this process by the learners attention should be given to their correct pronunciation and "fluency in reading. When leamers read out the paragraph they come to meet new words, know their meanings and enhance their vocabulary. 8- Improvement in Writing Skill When learners give practice to their new words in reading and as well as they write down these words by make improvements in their writing skill simultaneously. Ability in writing and using punctuation marks improved by given sufficient exercises. Calligraphic ‘exercises done by students which help them to write neatly and clearly. J Simple to Complexrind and familiar with modem ecniqus It is “ oaginality, no deep thinking, no pre-planning. He can use it for all as Wan’ 5 oar ars f 12- Comprehension Testing Translation method is used for comprehension testing of the learners. DEMERITS OF TRANSLATION METHOD ‘There are some drawbacks and demerits also in the translation method. Some are the following. 1 This method requires that teachers will give mor time to vocabulary, pronunciation and reading ability but the fact is that these considerations are not taken into view the teaching of language. It makes the language learning a science, which is infact an art __ and depends upon practice. In the lesson sufficient time is not ided to learners to practice. tw reins mcd Seca a te ata j k _leamers are only passive listeners. ei lt it words and limited number of sentences can FeSpEr‘in the way of teaching English as a foreign e, the teachers do not seem to have given up the of translation. This method is based on the idea that the to learning language is through learning its grammar. The reasons for its popularity are: 1, The majority of old teachers of English were themselves taught by translation method 2. Most of the teachers of the present generation have Teceived instruction in English through translation. 3. The teachers do not read literature on new methods of teaching English. 4. Facilities for in-service training of teachers are not sufficient. 9. Many teachers and headmasters oppose a change for the better. They prefer to teach by old methods, _ (a) Principles of the Grammar-Translation Method (i) Translation can best interp ue _ phrases and sentences ret English words and child can best interpret English words and when these are translated into his mother is quite |3. The teacher may then ask a few students here and give the mother-tongue translation of English phrases and sentences. 4. The meanings of a few important English words in the — mother tongue are written on the black-board. The students: copy these words in their exercise books. 5. The teacher then assigns the home-work. The students are asked to learn the meanings of a few selected words. They are also asked to translate a few sentences into their mother- tongue. By the above process, the pupils are expected to grasp (i) English words, phrases, and sentences; (ii) English grammar; and (iii) English structure patterns. (c) Advantages of the Method: 1, Easy Method: It is an easy method. It is based on an important maxim of teaching; Proceed from thi known to the unknown, In other words, the chil learns the language through his mother-tongue, language he knows. t Time Saver: This method saves theqmemorise, can be easily applied by them. pms 1) Bi, : Easy to Test Language Grasp: The teacher can test ‘ the pupilsgrasp of English quickly and easily. 9. Easy to Explain Abstract Words: Abstract words and phrases can be explained in simple mother tongue. (d) Limitations of the Method 1. Ignores the Natural way: This method ignores the natural way of learning a language i.e. listening, speaking, reading and writing. Translation as a class activity is erroneously equated with understanding, speaking, reading, and writing. In fact, these are different skills and need to be learned as such. 2. Passive Mastery: It aims at passive mastery of the language. The student cannot read extra material in English with grasp. 3. Loss of Free Expression: English is learnt through the medium of the mother-tongue. The children lose ffe@ expression in English. They first think in the mother tongue and then translate their ideas into English- 7 ‘Word for Word Translation; It encourages word '@! translation. The students learn to ve and kill the sense, The pupilsin eR _ learners. Teaching work dull: It makes the whole teaching dull and dry. It gives no place to any activity on part of the teacher or the pupils. A 10. English Prepositions: English prepositions cannot be translated into the mother tongue. This creates confusion. (e) Suggestions ie 2. Use translation as an aid to the teaching of English. Teach children to translate by catching the sense. They should avoid literal translation. Use translation to show the differences between the mother-tongue and the English usage, Use translation to test the students’ grasp of English. Don't bind the language within rules. Find time to give the pupils opportunities in speaking and free expression.