Critics of grammar translation method sunum


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Critics of grammar translation method sunum

  1. 1. Criticism ofGrammarTranslationMethod
  2. 2. Some UsefulPoints
  3. 3. Easy to learn vocabulary forEasy to learn vocabulary forbeginners with translation frombeginners with translation fromtheir native language to targettheir native language to targetlanguage.language.
  4. 4. A good first step sinceA good first step sincebeginning to teach abeginning to teach aforeign language byforeign language bycomparing thecomparing thestructures with nativestructures with nativelanguages of thelanguages of thestudents give them morestudents give them moreconfidence andconfidence andmotivation.motivation.
  5. 5. Easy for teachers to employEasy for teachers to employnow that it does not need fullnow that it does not need fullpreparation of lesson and goodpreparation of lesson and goodpronunciation of the targetpronunciation of the targetlanguage.language.
  6. 6. Bring immediateBring immediateand fruitful resultsand fruitful resultswhen it is appliedwhen it is appliedin TEFSPin TEFSP(Teaching English(Teaching EnglishFor SpecificFor SpecificPurposes)Purposes)since it does not focus onsince it does not focus onwhole linguistic abilities butwhole linguistic abilities butfocuses on only grammarfocuses on only grammarand vocabulary.and vocabulary.
  8. 8. Not naturalNot naturalbecause it doesbecause it doesnot follow thenot follow thenatural order ofnatural order oflanguagelanguagelearning:learning:listening,listening,speaking, readingspeaking, readingand writing likeand writing likethe order ofthe order oflanguagelanguageacquisition.acquisition. It applies quite opposite one byIt applies quite opposite one bybegining from reading.begining from reading.
  9. 9. Translation has lots of steps, it can make theTranslation has lots of steps, it can make thestudents tired, bored and frustrated in the processstudents tired, bored and frustrated in the processof reaching the knowledge.of reaching the knowledge.
  10. 10. In the first stepIn the first stepsome words,some words,propositionalpropositionalphrases, idioms orphrases, idioms orany structures asany structures ascultural reflectionscultural reflectionslike “time table”,like “time table”,“table of contents”,“table of contents”,“present“presentperfect tense” can make the studentsperfect tense” can make the studentsperplex because such words do notperplex because such words do nothave direct equivalent in any otherhave direct equivalent in any otherlanguages.languages.
  11. 11. Focusing on grammar tooFocusing on grammar toomuch, the students thinkmuch, the students thinkthey cannot use thisthey cannot use thisknowledge except for theknowledge except for thelesson. It reduces thelesson. It reduces thewillingness of the studentswillingness of the studentsto learn a foreign learn a foreign language.
  12. 12. Having a limited scope of objectives forHaving a limited scope of objectives forit lacks of creative linguistic abilities likeit lacks of creative linguistic abilities likespeaking and writing.speaking and writing.
  13. 13. Students do not have active roleStudents do not have active rolein the class because they onlyin the class because they onlyanswer the questions in grammaranswer the questions in grammarworksheets automatically.worksheets automatically.
  14. 14. My students, if youMy students, if yousolve grammar andsolve grammar andpunctuation, itpunctuation, itmeans that youmeans that yousolve thesolve thelanguage...language...There is noThere is noattention onattention onpronunciationpronunciationas we haveas we haveseen in thisseen in thispicture...picture...
  15. 15. Production of sentences onlyProduction of sentences onlydepends on translation from onedepends on translation from onelanguage to another not a newlanguage to another not a newcreation.creation.
  16. 16. Little attention on the content of texts anddirectly lack of comprehension.Not teaching the language but teaching aboutlanguage.Teaching language not by use but with onlygrammatical rules.Thinking something in their native languagebefore thinking in target language reducesstudents ability to reach the expectedproficiency level.
  17. 17. Giving theGiving thestudentsstudentswrong idea ofwrong idea ofwhatwhatlanguage is:language is:Language is seen as theLanguage is seen as thecollection of the words but incollection of the words but inan isolated way not in aan isolated way not in asemantic network withsemantic network withalphabetical word lists.alphabetical word lists.
  18. 18. Apart from grammar and vocabulary,Apart from grammar and vocabulary,there is no need for speaking, listeningthere is no need for speaking, listeningor writing. This cuts off interactionor writing. This cuts off interactionbetween students, interactive input inbetween students, interactive input inthe class and active studentthe class and active studentparticipation.participation.
  19. 19. I amYouWe areTheyHeShe isItWith grammar rules givenWith grammar rules givendeductively with rule tables, nodeductively with rule tables, noeffort for the students to findeffort for the students to findrules or regularities in therules or regularities in theexamples, soexamples, so no effort and nono effort and noeasy retainment of theeasy retainment of theknowledge learnt by heart.knowledge learnt by heart.