Table of Contents
Introduction
Grammar translation method derives from the 1980s and early 90s, it became fashionable in some quarters and it was called old-fashioned method of teaching, particularly labelled Grammar Translation. Grammar translation method deals with numerous reasons such as translation itself from one language to another, as well as the main focus of it was to learn about the target language rather than learning from it. Grammar translation method is an old method but it is still used by teachers, Grammar translation method during nineteenth century was used in Latin and Greek Classes in order to teach them classical languages and this is the main reason why this method earlier was called the Classical method (Freeman, 2000).Grammar translation method is “a traditional technique of foreign-language teaching based on explicit instruction in the grammatical analysis of the target language and translation of sentences from the native language into the target language and vice versa.” (Dictionary.com, 2019). Grammar Translation method used a wide range of approaches, but speaking as a teaching method is seen as a discipline dealing with analyzing of grammatical study rules, in an order that fits the traditional order of the grammar, such as translation from one language to another using grammatical structures.
Grammar Translation method is based on the written texts and words, it is a typical approach that will be present to the rules of a particular item of grammar, including the item several times in a text and practice it through writing sentences and translating it into mother tongue and vice-versa. The text in grammar translation method consists of a list of new lexical items used to text together with the mother tongue translation. The main aim of grammar translation method is to use accurate language items (Bowen, 2019).
Relevant Information about Grammar Translation Method
As Latin transitioned from being a language heard on the streets into a language subject, studying it took on a different reasoning. Whereas before, it was learned for purposes of communication, studying Latin became an intellectual pursuit instead. Investing time in it developed mental prowess, it was believed. And knowing Latin, quoting Virgil or Cicero, was proof of great learnedness. The grammar-translation method became the system used to teach dead languages like Latin (and Greek) for an academic and intellectual function. Because nobody spoke it in daily affairs, proper pronunciation, diction, etc. were not the marching orders of the day. You wouldn’t be using it to buy apples at the market, in any case.
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Only what was written by those who used it previously mattered. So the method was focused on developing students’ reading and writing abilities. Language learning mattered little outside the walls of academia. Over time, though, people were beginning to see the utility of learning different languages—not just dead ones, but those existing and actively used on Main Street. This was a more practical type of language learning. Rather than studying language for its own sake, one could use it for a variety of reasons—in conducting business, in travels, even in romance (Fluentu).
Generally speaking, the medium of instruction is the mother tongue, which is used to explain conceptual problems and to discuss the use of a particular grammatical structure. It all sounds rather dull but it can be argued that the Grammar Translation method has over the years had a remarkable success. Millions of people have successfully learnt foreign languages to a high degree of proficiency and, in numerous cases, without any contact whatsoever with native speakers of the language (as was the case in the former Soviet Union, for example).
There are certain types of learner who respond very positively to a grammatical syllabus as it can give them both a set of clear objectives and a clear sense of achievement. Other learners need the security of the mother tongue and the opportunity to relate grammatical structures to mother tongue equivalents. Above all, this type of approach can give learners a basic foundation upon which they can then build their communicative skills.
Applied wholesale of course, it can also be boring for many learners and a quick look at foreign language course books from the 1950s and 1960s, for example, will soon reveal the non-communicative nature of the language used. Using the more enlightened principles of the Communicative Approach, however, and combining these with the systematic approach of Grammar Translation, may well be the perfect combination for many learners.
On the one hand they have motivating communicative activities that help to promote their fluency and, on the other, they gradually acquire a sound and accurate basis in the grammar of the language. This combined approach is reflected in many of the EFL course books currently being published and, amongst other things, suggests that the Grammar Translation method, far from being dead, is very much alive and kicking as we enter the 21st century.
Without a sound knowledge of the grammatical basis of the language it can be argued that the learner is in possession of nothing more than a selection of communicative phrases which are perfectly adequate for basic communication but which will be found wanting when the learner is required to perform any kind of sophisticated linguistic task.
As with many other methods and approaches, Grammar Translation tended to be referred to in the past tense as if it no longer existed and had died out to be replaced world-wide by the fun and motivation of the communicative classroom. If we examine the principal features of Grammar Translation, however, we will see that not only has it not disappeared but that many of its characteristics have been central to language teaching throughout the ages and are still valid today. Characteristics : The unit of teaching is word, not a sentence. It means vocabulary is taught in the form of isolated words.
It considers grammar as a soul of language. Grammatical rules of teaching of English are explained into mother tongue. This method does not help in development of linguistic competence of learner. English grammar is taught through rules, translation, definition and comparative study of mother tongue grammar. Grammar is taught deductively. The main function of language learning, communication is ignored. Reading and writing are the major focus.
Some of the methods used with Grammar Translation include:
- Words are taught through bilingual word-lists, dictionary study and memorization.
- The English is taught in mother tongue with little use of target language.
- The students’ native language is the medium of instruction.
- Students are expected to attain high standards in translation. (Prej Libres ne PDF)
Advantages and Disadvantages of Grammar Translation Method
When words and phrases are translated into mother tongue, his understanding of those words become very better and quicker. The Grammar-Translation Method develops the art of translation. In this method the child associates foreign words with translated words so strong memory bond is created. The use of mother tongue helps the children in vocabulary getting. It saves time and more effective.
The words and phrase are easily learnt and explained if translation method is used. The working knowledge of mother tongue helps them to learn grammar of a foreign language. The principle of ‘to proceed from known to unknown’ is followed. Through this method we can test the ability of comprehension of our students and we can know the form of understanding the subject matter.
English grammar can be easily taught by comparing with the grammar of mother tongue. Students who studies in Gujarati medium school, this method is very useful and effective for Gujarati learner. This method is very useful in over crowed classes. The Grammar-Translation Method does not emphasis on the basic skills like listening and speaking etc.
It is not possible to translate important aspect of spoken language like pronunciation, articulation, intonation, pauses, pitch etc. There are words, idioms, phrases in English for which words can not be translated into mother tongue. For example; prepositions and propositional phrases.
Language learning means speaking and reading but translation in mother tongue prevents students to read and speak in English. Student gets no opportunities to participate in the discussion of the unit. Some of lingUistic items can not be translated into mother tongue like article a, an, the.
Translation into mother tongue affects the originality of the words. It affects the sense and beauty of the words. It prevents students to think directly in English.Students first think in mother tongue and then in English. Thus it prevents establishing of direct bond between thought and expression.
The Importance of Using Grammar Translation Method
- It’s a good starter kit for language learning
For all its admitted limitations, the grammar-translation method is still a good way to start the journey of any language learner.
Why?
Because of its central casting of the learning of vocabulary.
It would really be very difficult for students to make serious headway with any language, using any technique/method, if they did not first, at the very least, have a basic vocabulary on which to build.
Granted, the presentation of vocabulary can do with some major overhauls from the olden days: Instead of a dry word list, vocabulary can be presented with pictures of the actual objects in full color. FluentU lets your students start learning words with video and multimedia flashcards from the very beginning of their language journey. FluentU takes real-world videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons.
There is something to be said about occasionally learning vocabulary rote, though. This method is often criticized as lacking experiential and contextual depth. While I personally do share this sentiment, I also make a little room for the practice of simply memorizing vocabulary, especially the first sets of words learned by language learners.
As kids, we were never given a piece of paper to memorize, true. We had to figure out meaning through context. And that’s why it took us a while to know the difference between words like “water” and “drink.”
But your students don’t have to start like this. They can be given an advantage by memorizing a few starter vocabulary words, just to get the ball rolling.
This way, when you throw out a sentence like “The man is fat,” they won’t be so clueless that you have to explain every single word in that statement, missing out on a lot of other, more important teaching opportunities in the meantime.
Here’s a good way to go: Before every chapter or lesson, provide a vocabulary handout. A piece of paper with six measly words on it will do. Ten should be the max. Make the list interesting. Add some colors or pictures to go with the words. You can even just draw funny stick figures to illustrate meaning—for “sad,” you could draw the classic face with the upside-down smile.
This initial vocabulary, while learned rote, will pave the way for other methods, like the natural and audio lingual methods, to effectively make their own contributions to the learning process. Your students can later greatly expand their vocabulary from those few words they memorized initially.
And you can cement that rote learning and go on to make it more memorable by bringing in the necessary context and tasks that are so important to their long-term learning.
- It takes out the guessing game
The good thing about grammar rules is that they can be applied to a whole array of contexts and situations. Sure, there are exceptions, but the rules allow you to see the bigger picture.
The grammar-translation method, because of its focus on the rules, takes much of the trial-and-error out of learning. Instead of needing to be divined from numerous and varied contexts, the regulations are placed on a silver platter, where they await application.
They stare your students in the face and let them know if an error has been committed, allowing them to immediately self-correct. Knowing the rules provides a certain rationale for your students of why this word form and not the other one is used. Without the rules, they’d be in an endless loop or wild goose chase trying to figure out why a Spanish verb is conjugated this way and not that way.
With English plurals, for example, there is a rule that says, “If a word ends with Y, change the Y to I and add ES.” So for the word “competency,” its plural form would be “competencies.”
That’s it! Isn’t that quick and painless?
Let your students know that if they know the rules, they can trust that they’ll end up with a grammatically sound statement. And you can lock in that learning with activities from creative lesson plans and save everyone huge amounts of time.
Just like with vocab memorization, though, the presentation of grammar rules could do with a whole lot of revision. So one thing you can do, for example, is to give your students a “cheat sheet” for grammar rules (one cheat sheet per grammar topic). Textbooks are not only heavy, they are psychologically heavy. They look formal and daunting. A single sheet is much more approachable.
Let the size be as small as half of a 3×5 index card. This should force you to weed out rules that are rarely observed even by native speakers. Don’t cram students’ brains with the minutiae that only rarely come up in the language. Let these cheat sheets be about the “greatest hits,” the most common rules that do the most good for your students.
- It supports that all-important reading skill
The slide of the grammar-translation method has to a certain extent had a negative effect on the view educators and students hold of reading and writing in the target language. Speaking and conversation skills have more often received the attention they deserve, but sometimes this has been to the detriment of engaging with a language’s written form.
To be able to converse in a language is definitely important, no question about that. But the ability to read and comprehend its written form is just as imperative—especially in today’s world. Having that ability just makes everything easier. Imagine a tourist pushing to no avail a door that clearly says, “Pull.” But written language isn’t just for tourists who need to look at road signs or scan a menu, it’s for every language learner.
Much of the useful information on the World Wide Web is in written form. And it’s often not in English. Today’s technology offers so much information and knowledge, but much of that information and knowledge is in other languages.
I’m not just talking about foreign language websites, either. There are rich social media discussions that your students can participate in if they can engage meaningfully with native speakers. One cannot understand and appreciate, much less participate, in those affairs if not decently versed in a language’s written form.
So while speaking and conversing are vital, there is also a need to be fluent in the written form—especially when we’re talking about living languages, unlike Latin. There are native speakers who are writing in modern languages every day.
To give your students the benefit of studying the written language through the grammar-translation method in a modern classroom exercise, ask them to translate online material in the target language.
This can be a newspaper article, a movie synopsis, a traditional recipe, even a sliver of the comments section of a popular blog.
An exercise like this will help drive home the point that, hey, reading is just as important! That there is a way of looking at things, a way of seeing the world that can only be fully appreciated when you don’t just speak the language but are also able to digest literature in the language.
Conclusion
Grammar class can never be effective when there is use of translation of grammatical rules and their explanation. The Grammar-Trilnslation Method favours to teach English by rules and not by use. According to Dr. Ballard: ‘To speak any language whether native or foreign entirely by rules is quite impossible’ .Psychologically and linguistically, this method is not suitable. The language is multi-sensory whereas this method makes it only a part of the human information.
References
- http://www.onestopenglish.com/methodology/teaching-articles/teaching-approaches/teaching-approaches-the-grammar-translation-method/146493.article
- https://www.teachingenglish.org.uk/blogs/ninamk/grammar-translation-method-part-communicative-approach-elt
- https://www.dictionary.com/browse/grammar-translation-method
