GRAMMAR TRANSLATION METHOD
The grammar-translation method is not new. It has had different names, but it has been used by language teachers for many years. At one time it was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek (Chastain 1988). This method was used for the purpose of helping students read and appreciate foreign language literature. Below is an expanded description of some of these techniques.
Experience
The class reading a passage in their text book, entitled 'The Boy's Ambition' from Mark Twain's Life on the Mississippi. Each students is called on to read a few lines from the passage. After they have finished reading, they are asked to translate into Spanish the few lines they have just read. The teacher helps them with new vocabulary items. Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. The next section of the chapter deal with grammar. The students follow in their books as the teacher reads a description of two-word or phrasal verbs. These are listed following the description, and the students are asked to translate them into Spanish.
Techniques that used in this method are :
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.
Experience
The class reading a passage in their text book, entitled 'The Boy's Ambition' from Mark Twain's Life on the Mississippi. Each students is called on to read a few lines from the passage. After they have finished reading, they are asked to translate into Spanish the few lines they have just read. The teacher helps them with new vocabulary items. Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. The next section of the chapter deal with grammar. The students follow in their books as the teacher reads a description of two-word or phrasal verbs. These are listed following the description, and the students are asked to translate them into Spanish.
Techniques that used in this method are :
- Translation of a literary passage
- Reading comprehension questions
- Antonyms/synonims
- Cognates
- Deductive application of rule
- Memorization
- Use words in sentences
- Composition
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.
How To Teach Reading and Writing
Instructions
Things You'll Need:
* Reading materials
* Butcher paper
* Colored markers
* Flash cards
1.
Step 1
Ask students to dictate stories as you write their words on the dry board. For example, the students might write about a field trip they took or an upcoming school event. Ask them to name the story. Write the title on the board. Then ask for the main idea, and write it under the title. Ask the students to add sentences that tell about the main idea. After students have dictated the story, read it aloud, asking students to read it with you. Read the story together several times. Then ask individual students to volunteer to read it aloud.
2.
Step 2
Provide a variety of materials for students to read. Classroom libraries, basal readers, newspapers, magazines and materials that students bring from home should provide examples of fiction, nonfiction, realistic fiction, biographies and other genres. Give students opportunities to share what they have read.
3.
Step 3
Use some of the many games on the Internet that teach vocabulary and comprehension skills. One game challenges students to make sentences by unscrambling words. This activity can also be done without a computer. Dictate words similar to the following ones to students and have them write them: rained month day this has it every. Then ask the students to unscramble the words to make a sentence. (It has rained every day this month.) Tell them to use capital letters and punctuation where it is needed. This exercise could also be done with sentences on worksheets.
4.
Step 4
Use activities that are meaningful to students. Diaries and journals are great ways to allow students to express themselves, whether they are beginners or advanced English learners. The emphasis should be on fluency. Correct grammar, punctuation and spelling errors once students have gained some confidence. Correct only one or two errors at one time. A page filled with corrections and suggestions can be confusing. A student may be able to remember one or two corrections, but possibly not a page full of them.
5.
Step 5
Incorporate writing activities into all disciplines. Have students work in groups to research and report topics within the disciplines. For a science project, for example, one group might research and report on magnets, another group on life cycles and another group on the water cycle. Each group should choose a recorder to write the group's findings and another person or persons to report to the rest of the class. Everyone in the group should be responsible for doing some of the reading and taking notes on the group's topic.
Things You'll Need:
* Reading materials
* Butcher paper
* Colored markers
* Flash cards
1.
Step 1
Ask students to dictate stories as you write their words on the dry board. For example, the students might write about a field trip they took or an upcoming school event. Ask them to name the story. Write the title on the board. Then ask for the main idea, and write it under the title. Ask the students to add sentences that tell about the main idea. After students have dictated the story, read it aloud, asking students to read it with you. Read the story together several times. Then ask individual students to volunteer to read it aloud.
2.
Step 2
Provide a variety of materials for students to read. Classroom libraries, basal readers, newspapers, magazines and materials that students bring from home should provide examples of fiction, nonfiction, realistic fiction, biographies and other genres. Give students opportunities to share what they have read.
3.
Step 3
Use some of the many games on the Internet that teach vocabulary and comprehension skills. One game challenges students to make sentences by unscrambling words. This activity can also be done without a computer. Dictate words similar to the following ones to students and have them write them: rained month day this has it every. Then ask the students to unscramble the words to make a sentence. (It has rained every day this month.) Tell them to use capital letters and punctuation where it is needed. This exercise could also be done with sentences on worksheets.
4.
Step 4
Use activities that are meaningful to students. Diaries and journals are great ways to allow students to express themselves, whether they are beginners or advanced English learners. The emphasis should be on fluency. Correct grammar, punctuation and spelling errors once students have gained some confidence. Correct only one or two errors at one time. A page filled with corrections and suggestions can be confusing. A student may be able to remember one or two corrections, but possibly not a page full of them.
5.
Step 5
Incorporate writing activities into all disciplines. Have students work in groups to research and report topics within the disciplines. For a science project, for example, one group might research and report on magnets, another group on life cycles and another group on the water cycle. Each group should choose a recorder to write the group's findings and another person or persons to report to the rest of the class. Everyone in the group should be responsible for doing some of the reading and taking notes on the group's topic.
How to Teach Listening and Speaking
There are many types of listening activities. Those that don't require learners to produce language in response are easier than those that do. Learners can be asked to physically respond to a command (for example, "please open the door"), select an appropriate picture or object, circle the correct letter or word on a worksheet, draw a route on a map, or fill in a chart as they listen. It's more difficult to repeat back what was heard, translate into the native language, take notes, make an outline, or answer comprehension questions. To add more challenge, learners can continue a story text, solve a problem, perform a similar task with a classmate after listening to a model (for example, order a cake from a bakery), or participate in real-time conversation.
Good listening lessons go beyond the listening task itself with related activities before and after the listening. Here is the basic structure:
• Before Listening
Prepare your learners by introducing the topic and finding out what they already know about it. A good way to do this is to have a brainstorming session and some discussion questions related to the topic. Then provide any necessary background information and new vocabulary they will need for the listening activity.
• During Listening
Be specific about what students need to listen for. They can listen for selective details or general content, or for an emotional tone such as happy, surprised, or angry. If they are not marking answers or otherwise responding while listening, tell them ahead of time what will be required afterward.
• After Listening
Finish with an activity to extend the topic and help students remember new vocabulary. This could be a discussion group, craft project, writing task, game, etc.
Speaking lessons often tie in pronunciation and grammar (discussed elsewhere in this guide), which are necessary for effective oral communication. Or a grammar or reading lesson may incorporate a speaking activity. Either way, your students will need some preparation before the speaking task. This includes introducing the topic and providing a model of the speech they are to produce. A model may not apply to discussion-type activities, in which case students will need clear and specific instructions about the task to be accomplished. Then the students will practice with the actual speaking activity.
These activities may include imitating (repeating), answering verbal cues, interactive conversation, or an oral presentation. Most speaking activities inherently practice listening skills as well, such as when one student is given a simple drawing and sits behind another student, facing away. The first must give instructions to the second to reproduce the drawing. The second student asks questions to clarify unclear instructions, and neither can look at each other's page during the activity. Information gaps are also commonly used for speaking practice, as are surveys, discussions, and role-plays. Speaking activities abound; see the Activities and Further Resources sections of this guide for ideas.
Here are some ideas to keep in mind as you plan your speaking activities.
• Content
As much as possible, the content should be practical and usable in real-life situations. Avoid too much new vocabulary or grammar, and focus on speaking with the language the students have.
• Correcting Errors
You need to provide appropriate feedback and correction, but don't interrupt the flow of communication. Take notes while pairs or groups are talking and address problems to the class after the activity without embarrassing the student who made the error. You can write the error on the board and ask who can correct it.
• Quantity vs. Quality
Address both interactive fluency and accuracy, striving foremost for communication. Get to know each learner's personality and encourage the quieter ones to take more risks.
• Conversation Strategies
Encourage strategies like asking for clarification, paraphrasing, gestures, and initiating ('hey,' 'so,' 'by the way').
• Teacher Intervention
If a speaking activity loses steam, you may need to jump into a role-play, ask more discussion questions, clarify your instructions, or stop an activity that is too difficult or boring.
Good listening lessons go beyond the listening task itself with related activities before and after the listening. Here is the basic structure:
• Before Listening
Prepare your learners by introducing the topic and finding out what they already know about it. A good way to do this is to have a brainstorming session and some discussion questions related to the topic. Then provide any necessary background information and new vocabulary they will need for the listening activity.
• During Listening
Be specific about what students need to listen for. They can listen for selective details or general content, or for an emotional tone such as happy, surprised, or angry. If they are not marking answers or otherwise responding while listening, tell them ahead of time what will be required afterward.
• After Listening
Finish with an activity to extend the topic and help students remember new vocabulary. This could be a discussion group, craft project, writing task, game, etc.
Speaking lessons often tie in pronunciation and grammar (discussed elsewhere in this guide), which are necessary for effective oral communication. Or a grammar or reading lesson may incorporate a speaking activity. Either way, your students will need some preparation before the speaking task. This includes introducing the topic and providing a model of the speech they are to produce. A model may not apply to discussion-type activities, in which case students will need clear and specific instructions about the task to be accomplished. Then the students will practice with the actual speaking activity.
These activities may include imitating (repeating), answering verbal cues, interactive conversation, or an oral presentation. Most speaking activities inherently practice listening skills as well, such as when one student is given a simple drawing and sits behind another student, facing away. The first must give instructions to the second to reproduce the drawing. The second student asks questions to clarify unclear instructions, and neither can look at each other's page during the activity. Information gaps are also commonly used for speaking practice, as are surveys, discussions, and role-plays. Speaking activities abound; see the Activities and Further Resources sections of this guide for ideas.
Here are some ideas to keep in mind as you plan your speaking activities.
• Content
As much as possible, the content should be practical and usable in real-life situations. Avoid too much new vocabulary or grammar, and focus on speaking with the language the students have.
• Correcting Errors
You need to provide appropriate feedback and correction, but don't interrupt the flow of communication. Take notes while pairs or groups are talking and address problems to the class after the activity without embarrassing the student who made the error. You can write the error on the board and ask who can correct it.
• Quantity vs. Quality
Address both interactive fluency and accuracy, striving foremost for communication. Get to know each learner's personality and encourage the quieter ones to take more risks.
• Conversation Strategies
Encourage strategies like asking for clarification, paraphrasing, gestures, and initiating ('hey,' 'so,' 'by the way').
• Teacher Intervention
If a speaking activity loses steam, you may need to jump into a role-play, ask more discussion questions, clarify your instructions, or stop an activity that is too difficult or boring.
Discussion of Communicative Approach
What are the goals of teachers who use communicative language teaching (CLT)?
answer : The goal is to enable students to communicate in the target language. To do this students need knowledge of the linguistics forms, meanings, and functions. They need to know that many different forms can be used to perform a function and also that a single form can often serve a variety of functions. They must be able to choose from among these the most appropriate form, given the social context and the roles of the instructors. They must also be able to manage the process of negotiating meaning with their interlocutors. Communication is a process; knowledge of the forms of language is insufficient.
What is the role of the teacher? what is the role of the students?
answer : The teacher facilitates communication in the classroom. In this role, one of his major responsibilities is to establish situations likely to promote communication. During the activities he acts as an adviser, answering students questions and monitoring their performance. He might make note of their errors to be worked on at a later time during more accuracy-based activities. At other times he might be a 'communicator' engaging in the communicative activity along with students.
What are some characteristics of the teaching/learning process?
answer : The most obvious characteristics of CLT is that almost everything that is done is done with a communicative intent. Students use the language a great deal through communicative activities such as games, role plays, and problem-solving tasks.
What is the nature of student-teacher interaction? what is the nature student-student interaction?
answer : The teacher may present some part of the lesson, such as when working with linguistic accuracy. At other times, he is facilitator of the activities, but he does not always himself interact with the students. Sometimes he is a co-communicator, but more often he establishes situations that prompt communication between and among the students.
How are the feelings of the students dealt with?
answer : One of the basic assumptions of CLT is that by learning to communicate students will be more motivated to study a foreign language since they will feel they are learning to do something useful with the language. Also, teachers give students an opportunity to express their individuality by having them share their ideas and opinions on a regular basis. Finally, student security is enhanced by the many opportunities for cooperative interactions with their follow students and the teacher.
answer : The goal is to enable students to communicate in the target language. To do this students need knowledge of the linguistics forms, meanings, and functions. They need to know that many different forms can be used to perform a function and also that a single form can often serve a variety of functions. They must be able to choose from among these the most appropriate form, given the social context and the roles of the instructors. They must also be able to manage the process of negotiating meaning with their interlocutors. Communication is a process; knowledge of the forms of language is insufficient.
What is the role of the teacher? what is the role of the students?
answer : The teacher facilitates communication in the classroom. In this role, one of his major responsibilities is to establish situations likely to promote communication. During the activities he acts as an adviser, answering students questions and monitoring their performance. He might make note of their errors to be worked on at a later time during more accuracy-based activities. At other times he might be a 'communicator' engaging in the communicative activity along with students.
What are some characteristics of the teaching/learning process?
answer : The most obvious characteristics of CLT is that almost everything that is done is done with a communicative intent. Students use the language a great deal through communicative activities such as games, role plays, and problem-solving tasks.
What is the nature of student-teacher interaction? what is the nature student-student interaction?
answer : The teacher may present some part of the lesson, such as when working with linguistic accuracy. At other times, he is facilitator of the activities, but he does not always himself interact with the students. Sometimes he is a co-communicator, but more often he establishes situations that prompt communication between and among the students.
How are the feelings of the students dealt with?
answer : One of the basic assumptions of CLT is that by learning to communicate students will be more motivated to study a foreign language since they will feel they are learning to do something useful with the language. Also, teachers give students an opportunity to express their individuality by having them share their ideas and opinions on a regular basis. Finally, student security is enhanced by the many opportunities for cooperative interactions with their follow students and the teacher.
Discussion of Total Physical Response
Total physical response has been named ‘the comprehension approach’, because of the importance it gives to listening comprehension; this method is a general approach to foreign language instruction. According to Winitz (1981), language learning should start first with understanding later proceed to production.
Language learning usually emphasizes students’ developing basic communication skills and vocabularies are meaningful exposures to the target language. The students listen to the teacher using the target language communicatively from the beginning of instruction. They do not speak at first. The teacher helps the students’ to understand them by using pictures and occasional words.
A new method from Michael Lewis argued that the lexical approach is less concerned with students’ production and more concern that students receive abundant comprehensible input.
James Asher’s Total Physical Response is the principles of the comprehension approach are put into practice; understanding of any target language is to follow direction uttered by the instruction (without native language translation).
The goal of this method is to make their students enjoy their experience in learning to communicate in a foreign language.
Principles:
1. Meaning in the target language can often be conveyed through actions.
2. Understand of the target language should be developed before speaking.
3. Students can learn rapidly by moving their body.
4. The imperative is a powerful linguistic can direct students behavior.
5. Students can learn through observing actions.
6. Feeling of success and low anxiety facilitate learning.
7. Students should not be made to memorize fixed routines.
8. Correction should be carried out in an unobtrusive manner.
9. Students need to understand more than exact sentences used in training.
10. Language learning is more effective when it is fun.
11. Spoken language should be emphasized over written language.
12. Students will begin to speak when they are ready.
13. Students are expected to a make errors and teacher should be tolerant of them.
Language learning usually emphasizes students’ developing basic communication skills and vocabularies are meaningful exposures to the target language. The students listen to the teacher using the target language communicatively from the beginning of instruction. They do not speak at first. The teacher helps the students’ to understand them by using pictures and occasional words.
A new method from Michael Lewis argued that the lexical approach is less concerned with students’ production and more concern that students receive abundant comprehensible input.
James Asher’s Total Physical Response is the principles of the comprehension approach are put into practice; understanding of any target language is to follow direction uttered by the instruction (without native language translation).
The goal of this method is to make their students enjoy their experience in learning to communicate in a foreign language.
Principles:
1. Meaning in the target language can often be conveyed through actions.
2. Understand of the target language should be developed before speaking.
3. Students can learn rapidly by moving their body.
4. The imperative is a powerful linguistic can direct students behavior.
5. Students can learn through observing actions.
6. Feeling of success and low anxiety facilitate learning.
7. Students should not be made to memorize fixed routines.
8. Correction should be carried out in an unobtrusive manner.
9. Students need to understand more than exact sentences used in training.
10. Language learning is more effective when it is fun.
11. Spoken language should be emphasized over written language.
12. Students will begin to speak when they are ready.
13. Students are expected to a make errors and teacher should be tolerant of them.
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