THE
GRAMMAR-TRANSLATION METHOD
The grammar-translation method is a method of teaching foreign languages
derived from the classical (sometimes called traditional) method of teaching Greek
and Latin.
In grammar-translation classes, students learn grammatical
rules and then apply those rules by translating
sentences between the target language and their native language. Advanced
students may be required to translate whole texts word-for-word
There are two main goals to
grammar-translation classes. One is to develop students’ reading ability to a
level where they can read literature in the target language. The other is to
develop students’ general mental discipline. The users of foreign language
wanted simply to note things of their interest in the literature of foreign
languages. Therefore, this method focuses on reading and writing and has
developed techniques which facilitate more or less the learning of reading and
writing only. As a result, speaking and listening are overlooked.
Grammar-translation classes are usually
conducted in the students’ native
language. Grammar rules are learned deductively; students learn
grammar rules by rote, and then practice the rules by doing grammar drills and
translating sentences to and from the target language. More attention is paid
to the form of the sentences being translated than to their content. When
students reach more advanced levels of achievement, they may translate entire
texts from the target language. Tests often consist of the translation of
classical texts.
There is not usually any listening or
speaking practice, and very little attention is placed on pronunciation or any communicative aspects of
the language. The skill exercised is reading, and then only in the context of
translation.
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. The basic approach is to
analyze and study the grammatical rules of the language, usually in an order
roughly matching the traditional order of the grammar of Latin, and then to
practise manipulating grammatical structures through the means of translation
both into and from the mother tongue.
The method is very much based on the written word and texts
are widely in evidence. A typical approach would be to present the rules of a
particular item of grammar, illustrate its use by including the item several
times in a text, and practice using the item through writing sentences and
translating it into the mother tongue. The text is often accompanied by a
vocabulary list consisting of new lexical items used in the text together with
the mother tongue translation. Accurate use of language items is central to
this approach.
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).
LEVEL : Senior High school
SKILL : Reading and Writing
Reading and writing are emphasized in a Grammar-Translation classroom, little or no
systematic attention is paid to speaking and listening, because literary language is considered superior to
spoken language. Therefore, the language learners should study written
language. The focus on understanding literary texts provides the situation in
which reading and writing abilities are well trained.
PROCEDURES OF GRAMMAR TRANSLATION
METHOD
Language
teachers may develop their own procedures as long as they are in accordance
with the characteristics of the GTM. The following procedure of teaching the
target language through the GTM is adapted from Larsen-Freeman (2000: 15-17).
1. The class reads a text written in the target language.
2. Students translate the passage from the target language to
their mother tongue.
3. The teacher asks students in their native language if they
have any questions, students ask questions and the teacher answers the
questions in their native language.
4. Students write out the answers to reading comprehension
questions.
5. Students translate new words from the target language to
their mother tongue.
6. Students are given a grammar rule and based on the example
they apply the rule by using the new words.
7. Students memorize vocabulary.
8. The teacher asks students to state the grammar rule.
9. Students memorize the rule.
10. Errors are corrected by providing the right answers.
THE STRENGTH AND WEAKNESSES OF THE GRAMMAR-TRANSLATION
METHOD
Ø
The strength of
The Grammar-Translation Method
1.
The phraseology of the target
language is quickly explained. Translation is the easiest way of explaining
meanings or words and phrases from one language into another.
2.
Student will be able to master the
appropriate structures of a language and mistakes made by them in applying
speaking ability will not be that much.
3.
An effective way for application of
grammar and sentence structure.
Ø The
Weaknesses Of Grammar Translation Method
1.
Language is seen as a collection or
words which are isolated and independent. So, students themselves are not
seemingly able to produce sentences.
2.
Bad effect of this method is on
pupil's motivation. Because she or he cannot succeed in learning the difficult
grammar rules of the target language. That leads to the boredom in the
classroom.
3.
Students cannot master all of four
skills of English (listening, speaking, reading, and writing).
4.
The grammar-translation method is
the easiest for a teacher to employ. It doesn't require a teacher to speak good
English or make good lesson preparations. So, his knowledge might be lost into
in oblivion.
CONCLUSION
As
its name suggests, the major characteristic of the GTM is a focus on learning
the rules of grammar and their application in translation passages from one
language into the other. The GTM is simply a combination of the
Grammar Method and the Translation Method. The main principles of the method
are as follows: The grammar taught is formal grammar. Vocabulary in the target
language is learned through direct translation from the native language. The
vocabulary depends on the texts selected. The teaching begins with rules,
isolated vocabulary items, paradigms and translation. Easy classics are then
translated. Vocabulary is divided into lists of words. The words are to be
memorized. Pronunciation is not taught. Grammar rules are also memorized as
units and illustrative sentences are often provided.
The
GTM has produced generations of students who can master the grammar of the
target language, yet can not engage in simple conversations. Even though the
method is believed to be ineffective to teach the target language
communicatively, the method is still in use in some parts of Indonesia. It is
believed that the method can develop students' writing skill. For students who
respond well to rules, structures, and error correction, the GTM can provide a
challenging learning process but for those students who do not respond well to
such a learning process, the language class taught through this method may be
boring. However, combining the principles of the GTM with the
Communicative Approach may well be the perfect combination for many language
learners. They will learn to communicate in the target language and also
acquire a sound and accurate basis in the grammar of the target language.
REFERENCES
http://en.wikipedia.org/wiki/Grammar_translation#Method
http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-approaches-the-grammar-translation-method/146493.article
http://www.scribd.com/doc/43944078/Weaknesses-of-Grammar-Translation-Method
