ELT

1. 1. What are the major goals of language teaching and learning according to Grammar-
Translation Method?
Ans: According to the teachers who use the Grammar-Translation Method a main purpose
of learning any foreign language is ability to read in this language. To do this, students
should learn about the grammar rules and keep developing their vocabulary knowledge of
target language.
2. How are the teachers’ and students’ roles in Grammar- Translation Method?
Ans: Teacher are just guides because grammar translation deals with the memorization of rules,
manipulation of rules, manipulation of the morphology, and syntax of the foreign language. And
in the grammar-translation classes, students learn grammatical rules and then apply those rules
by translating sentences between the target language and the native language.
Advanced students may be required to translate whole texts word for word.
3. How are Language and Culture viewed in Grammar-Translation Method?
Ans: The grammar–translation method is a method of teaching foreign languages derived from the
classical (sometimes called traditional) method of teaching Greek and Latin. And culture is
viewed as including literature and fine arts. Spoken language is mainly used rather than written
one. They also study culture in terms of history, geography and daily information takes place
between people.
4. What are the skills that are most focused in Grammar- Translation Method?
Ans: The main skills it promotes are reading, writing and translating. Nowadays this method has
been replaced by more communicative approaches, which focus on using the language for
communicative purposes. Learning while talking has a great appeal because in that way you sort
of disguise having to learn boring grammar.
5. What are the ways for teaching Vocabulary in Grammar-Translation Method? Explain.
Ans: The Grammar-Translation Method can also be used to present vocabulary. Here is the
conclusion of the writer about the steps of presenting vocabulary through the method: a. Say the
word clearly and write it on the board; b. Get the class to repeat the word in chorus; c. Translate
the word into the students’ own language; d. Ask the students to translate the word from source
language to the target language and vice versa; e. Give an English example to show how the word
is used; f. Translate the English example into the students’ own language; g. Ask the students to

2. make English sentences using the word, then translate them into the students’ own language; h.
Correct the sentences grammatically; i. Ask the students to practice the corrected sentences; j. Ask
questions using the word.
6. What is the way of teaching Grammar in Grammar- Translation Method? Explain.
Ans: The teaching of grammar is deductive (Explicit teaching of grammar). The teacher
introduces the rules explicitly and wants the students to apply these rules to new examples in
exercises. Students are supposed to memorize the rules. In order to explain the rules, the teacher
uses comparison and contrast between the students’ native language grammar and target
language grammar. Translation is a common way to clarify the meanings of the new grammar
patterns in the target language.
7. What is the role of the native language in Grammar- Translation Method?
Ans: The role of native language (L1 or students’ native language) has an important function in
teaching vocabulary and grammar. The native language is used to clarify and explain the target
language grammar patterns. The native language is also used to teach the meanings of unknown
words in the target language. Since oral communication in the target language is not important,
classroom instructions are given in native language.
8. What are the limitations of Grammar- Translation Method?
Ans: The grammar translation method did not serve any “utilitarian goal” (useful and practical).
It takes little account of present-day language usage. It emphasizes the written language at the
expense of the functional nature of the language and it is used to convey social functions
(requesting, greeting, expressing feelings) Pupils practice reading for the sake of memorizing a
number of vocabulary items of translation. Much vocabulary is taught in the form of lists of
separate words. Neglects speaking skills, little attention is given to accurate pronunciation.
Teachers tend to provide the correct answer when students can’t.
9. What are the common activities of Grammar-Translation Method that you have encountered
in your SSC and HSC level English classes and exams?
Ans: The common activities of Grammar translation method that I have encountered in my SSC
and HSC level English classes and exams are, a. Reading comprehension questions (finding
information in a text), b. Antonyms, synonyms, (finding antonyms and synonyms for words or
sets of words), c. Cognates, d. Deductive application of rule, e. Fill in the gaps (filling in gaps in
sentences with new words or items of a particular grammar), f. Memorization (memorizing
vocabulary lists or grammatical rules), g. Use words to complete sentences (students create
sentences to illustrate that they know the Meaning and use of new words) .

3. 10. What is Linguistic Competence?
Ans: Linguistic competence is the system of linguistic knowledge possessed by native speakers
of a language. It is in contrast to the concept of Linguistic performance, the way the language
system is used in communication. The term linguistic competence refers to the unconscious
knowledge of grammar that allows a speaker to use and understand a language. Also known as
grammatical competence or I-language. Contrast with linguistic performance. As used by Noam
Chomsky and other linguists, linguistic competence is not an evaluative term.
11. What is Grammatical Competence?
Ans: Grammatical competence is the ability to understand and express meaning by producing
and recognizing well-formed phrases and sentences. Grammatical competence refers to the
knowledge we have of a language that accounts for our ability to produce sentences in a
language. Grammatical competence as the knowledge of language stored in a person's mind. The
term was first used by Chomsky in the 1960s and refers to the implicit knowledge of structural
regularities of language in the mind and the ability to recognize and produce these
distinctive grammatical structures.
12.What is Authentic Language?
Ans: Authentic language is the communication of real messages as opposed to artificial practices
and drills. In addition, language is acquired by communicating in meaningful ways
using language in context. Authentic language is the communication of real messages as opposed
to artificial practices and drills. In addition, language is acquired by communicating in
meaningful ways using language in context.
13.What are the three features of truly communicative activities according to Johnson and
Morrow (1981)?
Ans: Activities that are truly communicative have three features in common: information gap,
choice and feedback (Morrow and Johnson, 1981). Information gap, this feature involves a
transfer of given information from one student to another, generally calling for the decoding or
encoding of information from or into language. Moreover, students have a choice of form and
content as occur in real communication. Finally, feedback, a student can evaluate whether or not
his or her purpose has been achieved relying on the information that the student receives form his
or her listener.

4. 14. What is a Display Question?
Ans: Display questions are questions you ask to see if the person you are speaking to knows the
answer. This normally means questions teachers ask learners to see if they understand or
remember something. A display question is a type of rhetorical question to which the questioner
already knows the answer. Also called a known information question. Different from
erotizes questions, display questions are often used for instructional purposes. Display
questions are mainly used as a means to evaluate whether the listener has understood what
is needed.
15. What are the goals of teachers who use Communicative Language Teaching (CLT)?
Ans: Goals of teachers who use Communicative Language Teaching (CLT): The goal is to
enable students to communicate in the target language. To do this student need knowledge of the
linguistic 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 call often serve a variety of functions.
To communicate in the target language in authentic situations. To achieve this goal, students
need to know: a. Linguistic forms, b. Meanings, c. Functions.
16.What is the role of the teacher in Communicative Language Teaching?
Ans: A teacher’s main role is a facilitator admonitory. Lessons are usually theme or topic based.
Lessons are built round situations/functions practical and authentic in the real world. Asking
for information, complaining, apologizing, job interviews, telephoning. Emphasis is on
communication and meaning rather than accuracy. Facilitates communication in the classroom
and establishes situations likely to promote communication, monitor the students' efforts,
draw the learners' attention to the way that they are going about the act of learning, be silent
as much as possible and encourage learners to produce language, facilitates the students'
discoveries.
17. What is the role of the students in Communicative Language Teaching?
Ans: The student roles are developed independence, autonomy and responsibility, chooses
proper expressions in a given set of circumstances and situations, develop inner criteria and
correct themselves, learn to work cooperatively rather than competitively. Learners interact
with each other in pairs or groups, to encourage a flow of language and maximize the
percentage of talking time, rather than just teacher to student and vice versa,
negotiator, participant, autonomous needs and different motivation.

5. 18. How are Language and Culture viewed in Communicative Language Teaching?
Ans: Language is for communication. The supportive learning process: language becomes the
means for developing creative and critical thinking. Culture is an integral part of language
learning. Language is primarily spoken, not written. Students study common, everyday speech in
the target language. Study of the history, geography, culture and information about the daily
lives of the target language. Cultural understanding is an important part of world languages
education. Experiencing other cultures develops a better understanding and appreciation of the
relationship between languages and other cultures, as well as the student's native culture.
Students become better able to understand other people's points of view, ways of life, and
contributions to the world.
19. What are the skills that are most focused in Communicative Language Teaching?
Ans: The skills that are focused in CLT are particular grammar points, pronunciation patterns,
and vocabulary based on the language the students have generated. The most important skills:
understand and speaking the language with reinforcement through reading and writing. it focuses
on the four skills of reading, writing, listening, and speaking, and breaks each skill into its
micro skills. Advocates of CLT stress an integrated-skills approach to the teaching of
the skills since the skills often occur together in real life situations.
20. What is the role of the native language in Communicative Language Teaching?
Ans: Native language is permitted in CLT. However, whenever possible, the target language
should be used not only during communicative activities, but also for explaining the activities to
the students or in assigning homework. Students’ security is initially enhanced by using their
native language. Purpose provide a bridge from the familiar to the unfamiliar. Literal native
language equivalents: make the meaning clear and allow students to combine the target language
words to create new sentences.
Mahima Zaman
17-35448-3