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The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. GTM focuses on teaching grammatical rules and having students translate texts word-for-word. It aims to develop students' reading ability and mental discipline so they can read literature in the target language. Under GTM, the unit of teaching is individual words, not full sentences. Grammar is explicitly taught through rules and memorization, while reading and writing are major areas of focus.
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THE GRAMMAR TRANSLATION METHOD by Sri rahayu part 2
The document outlines the classical and indirect methods for teaching foreign languages. The classical method focuses on grammar rules, translation, reading, and writing. It aims to develop student's reading ability and mental discipline through literature in the target language. Key characteristics include starting with individual words and grammatical rules. Techniques used in this method are translation, reading comprehension questions, vocabulary exercises, and deductive application of grammar rules.
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The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
The grammar translations method
The document describes the Grammar Translation method of foreign language teaching. It was historically used to teach Latin and Greek and later evolved into a method for teaching other languages. Key characteristics include: classes being taught in the native language with little active use of the target language; long explanations of grammar rules; reading difficult texts early on with little attention to meaning; drilling on disconnected sentences and translations; and little focus on pronunciation. While it requires few specialized teaching skills, it places more emphasis on grammar, reading, and writing over speaking skills and does not facilitate natural communication in the target language.
Grammar translation method (gtm) on eyl
The Grammar Translation Method (GTM) focuses on teaching grammar rules and using translation between the second language and native language. GTM was commonly used from the 1840s to 1940s and aims to teach grammar, writing accuracy, vocabulary, and translation skills. Key principles include an emphasis on reading, writing, vocabulary memorization through translation, and using the native language for instruction. Typical classroom techniques involve starting with a grammar lesson, reading passage, exercises, and translation practice.
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The document discusses the Grammar-Translation method of teaching foreign languages. It defines the method as having students learn grammatical rules and apply them through translation between the native and target languages. Historically, this was the first method used to teach Latin and Greek. The principles focus on reading comprehension, writing skills, and learning through similarities to the native language, with little emphasis on speaking abilities. Techniques include translation, fill-in-the-blanks, and memorization of grammatical rules. While helpful for certain skills, it is criticized for not fostering communication and going against natural language acquisition processes.
Grammar translation method
This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.
teaching methodology part 1: grammar translation & direct method
The document compares and contrasts the Grammar-Translation method and the Direct method of teaching foreign languages. It discusses the two methods in terms of their teacher's goals, the roles of the teacher and students, how language and culture are viewed, the skills and areas of language emphasized, the use of students' native language, evaluation approaches, and how student errors are addressed. The conclusion reflects on keeping an open mind about different teaching methods and focusing on thoughtful examination of one's own teaching practices.
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THE GRAMMAR TRANSLATION METHOD by Sri rahayu part 2
The document outlines the classical and indirect methods for teaching foreign languages. The classical method focuses on grammar rules, translation, reading, and writing. It aims to develop student's reading ability and mental discipline through literature in the target language. Key characteristics include starting with individual words and grammatical rules. Techniques used in this method are translation, reading comprehension questions, vocabulary exercises, and deductive application of grammar rules.
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The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
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The document describes the Grammar Translation method of foreign language teaching. It was historically used to teach Latin and Greek and later evolved into a method for teaching other languages. Key characteristics include: classes being taught in the native language with little active use of the target language; long explanations of grammar rules; reading difficult texts early on with little attention to meaning; drilling on disconnected sentences and translations; and little focus on pronunciation. While it requires few specialized teaching skills, it places more emphasis on grammar, reading, and writing over speaking skills and does not facilitate natural communication in the target language.
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The Grammar Translation Method (GTM) focuses on teaching grammar rules and using translation between the second language and native language. GTM was commonly used from the 1840s to 1940s and aims to teach grammar, writing accuracy, vocabulary, and translation skills. Key principles include an emphasis on reading, writing, vocabulary memorization through translation, and using the native language for instruction. Typical classroom techniques involve starting with a grammar lesson, reading passage, exercises, and translation practice.
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The document summarizes several studies on the effect of written corrective feedback (WCF) on second language writing accuracy. It finds that WCF generally has a positive impact on improving learners' writing accuracy based on three studies from 2008, 2013, and 2016. However, the effect may depend on factors like the type of WCF (direct vs. indirect), and the participants' language proficiency and learning context (EFL vs. ESL). While direct and indirect WCF seem to have no difference in results overall, indirect WCF may be more effective for higher-level learners. More research is still needed to understand the differential impacts based on these factors over longer time periods and different language structures.
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The document discusses the Grammar-Translation method of teaching foreign languages. It defines the method as having students learn grammatical rules and apply them through translation between the native and target languages. Historically, this was the first method used to teach Latin and Greek. The principles focus on reading comprehension, writing skills, and learning through similarities to the native language, with little emphasis on speaking abilities. Techniques include translation, fill-in-the-blanks, and memorization of grammatical rules. While helpful for certain skills, it is criticized for not fostering communication and going against natural language acquisition processes.
Grammar translation method
This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.
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The document compares and contrasts the Grammar-Translation method and the Direct method of teaching foreign languages. It discusses the two methods in terms of their teacher's goals, the roles of the teacher and students, how language and culture are viewed, the skills and areas of language emphasized, the use of students' native language, evaluation approaches, and how student errors are addressed. The conclusion reflects on keeping an open mind about different teaching methods and focusing on thoughtful examination of one's own teaching practices.
teaching methods
The document summarizes several teaching methods for foreign languages:
- Grammar Translation Method focuses on translation and grammar rules with little speaking practice.
- Direct Method teaches vocabulary and concepts through visuals and interaction without translation.
- Audiolingual Method emphasizes speaking through repetition of dialogs with less focus on grammar rules.
- Cognitive Code Learning connects new material to students' prior knowledge and helps them learn from their mistakes.
The grammar translation method
This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.
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The document discusses two methods for teaching second languages:
1. The Grammar-Translation Method focuses on learning grammar rules and translating between the native and target languages. It places little emphasis on speaking and has drawbacks like not developing oral proficiency or cultural understanding.
2. The Multiple Approach introduces elements of direct instruction but is still teacher-centered. It aims to generate language use and teach all skills simultaneously but provides limited opportunities for true communicative exchange. Both methods are criticized for their limitations in developing advanced competency in the second language.
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
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The Army Method, later called the audio-lingual method, started during World War II to quickly teach soldiers languages. It was based on behaviorism theory that language could be learned through reinforcement and repetition of phrases without context. Students would memorize and repeat phrases until responses became automatic. While this method led to initial results, it was later discovered that language acquisition depends more on context and knowledge than memorization alone. Errors were also found to not necessarily hinder learning. The audio-lingual method failed to deliver long-term communicative ability and a more traditional cognitive approach proved more effective. Teaching methods should consider the balance between teacher-centered instruction and student-centered learning.
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The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
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This document provides an introduction and background to a research study on teaching grammar in Malaysian secondary schools. It discusses how grammar is an important but often neglected part of English language teaching. The study aims to identify why teachers neglect grammar, suggest ways to attract students to grammar, and recommend effective teaching methods. It will involve a sample of 30 students and their English teachers at a primary school in Semenyih, Malaysia. Data will be collected through questionnaires, interviews, and pre-and post-tests to analyze the impact of new grammar teaching techniques. The research intends to help teachers improve their grammar instruction and aid the education department in curriculum changes.
Grammar translation method
This document discusses the Grammar Translation Method (GTM) of foreign language teaching. Some key points:
1. GTM was first developed for use in secondary schools in the 19th century. It involved teaching classes entirely in the student's native language with little active use of the target language.
2. GTM emphasizes vocabulary and grammar learning. Accuracy is prioritized over fluency. Grammar is deductively taught and students translate literary texts.
3. Principles of GTM include using the students' native language as the medium of instruction, focusing on grammatical parsing and vocabulary learning through difficult texts with little attention to pronunciation or content.
Direct method and grammar translation method haseema group
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. [1] The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. [2] In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, with little emphasis on speaking or listening skills. [3] Key differences include the Direct Method teaching grammar inductively while Grammar Translation uses rules, as well as the Direct Method emphasizing oral communication and Grammar Translation prioritizing reading and writing.
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In this slide you will learn about the approaches and methods of English language. this slide will help you learn about the Grammar Translation method, Direct method, Structural approach and Functional approach as well.
THIS SLIDE WILL HELPFUL FOR EACH AND EVERY STUDENT. THEY CAN USE THIS SITE AS REFERENCES AND AS MODEL OF PRESENTATION.
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This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
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3) There is a recognized need to shift emphasis to teaching communicative abilities like conversational skills to meet the demands of opportunities requiring English proficiency.
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The document discusses two language teaching methods: Suggestopedia and Grammar Translation. It provides a lesson plan example of teaching the story "The Condor Who Fell In Love" using each method. The Suggestopedia method involves relaxed reading of the story in the target language while listening to music. Comprehension is developed through exposure rather than translation. The Grammar Translation method involves identifying vocabulary and translating sentences word-for-word into the student's native language using dictionaries.
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Grammar plays an important role in language and communicative competence. There are different types of grammar including prescriptive, traditional, structural, and grammatical competence. Teaching grammar explicitly can help internalize rules unconsciously, but metalinguistic knowledge may be too complex for young learners. Grammar is best taught in context through an inductive approach to allow students to discover rules themselves, though deductive instruction has its place. Corrective feedback should be given appropriately to help students self-correct without overdependence on teachers. Overall, grammar is best integrated into language courses rather than taught separately to help students apply rules communicatively.
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teaching methods
The document summarizes several teaching methods for foreign languages:
- Grammar Translation Method focuses on translation and grammar rules with little speaking practice.
- Direct Method teaches vocabulary and concepts through visuals and interaction without translation.
- Audiolingual Method emphasizes speaking through repetition of dialogs with less focus on grammar rules.
- Cognitive Code Learning connects new material to students' prior knowledge and helps them learn from their mistakes.
The grammar translation method
This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.
The Grammar-Translation Method and Multiple Approach
The document discusses two methods for teaching second languages:
1. The Grammar-Translation Method focuses on learning grammar rules and translating between the native and target languages. It places little emphasis on speaking and has drawbacks like not developing oral proficiency or cultural understanding.
2. The Multiple Approach introduces elements of direct instruction but is still teacher-centered. It aims to generate language use and teach all skills simultaneously but provides limited opportunities for true communicative exchange. Both methods are criticized for their limitations in developing advanced competency in the second language.
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
What is method
The Army Method, later called the audio-lingual method, started during World War II to quickly teach soldiers languages. It was based on behaviorism theory that language could be learned through reinforcement and repetition of phrases without context. Students would memorize and repeat phrases until responses became automatic. While this method led to initial results, it was later discovered that language acquisition depends more on context and knowledge than memorization alone. Errors were also found to not necessarily hinder learning. The audio-lingual method failed to deliver long-term communicative ability and a more traditional cognitive approach proved more effective. Teaching methods should consider the balance between teacher-centered instruction and student-centered learning.
Marcela salazar method of language
This document discusses various methods for teaching English as a foreign language. It outlines the Grammar Translation Method, Direct Method, Audiolingual Method, Total Physical Response, Suggestopedia Method, Silent Way Method, and Community Language Learning. For each method, it lists advantages and disadvantages. The methods range from an emphasis on grammar rules and translation to a focus on communication, using physical movement, lowering anxiety, and student-centered learning.
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EAP involves training students to use English appropriately for academic study. It is a branch of applied linguistics focusing on effective teaching methods and analyzing students' academic language needs. There are three main parts of EAP: background research, practice, and materials development. EAP began in the 1970s and focuses on reading, writing, and teaching formal academic genres, starting with an analysis of learners' situations and language requirements for their specific fields of study.
Quick Reads
Quick Reads is a reading intervention program with 5 levels divided by grade level. It focuses on building fluency, comprehension, and vocabulary through short passages about social studies and science topics. Teachers guide students through 3 readings of each passage with modeling and questions. Studies found that students who used Quick Reads for 15-20 weeks significantly improved their reading accuracy, fluency, vocabulary, and comprehension. The program is effective because it incorporates repeated oral reading of texts with comprehension strategies.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
TEFL ( Grammar Translation Method)
Hello guys, This is my presentasion about GTM, TEFL
Please, Read a lot and make sure that you are understand it.
Check it out !
Research methodology illi second draft
This document provides an introduction and background to a research study on teaching grammar in Malaysian secondary schools. It discusses how grammar is an important but often neglected part of English language teaching. The study aims to identify why teachers neglect grammar, suggest ways to attract students to grammar, and recommend effective teaching methods. It will involve a sample of 30 students and their English teachers at a primary school in Semenyih, Malaysia. Data will be collected through questionnaires, interviews, and pre-and post-tests to analyze the impact of new grammar teaching techniques. The research intends to help teachers improve their grammar instruction and aid the education department in curriculum changes.
Grammar translation method
This document discusses the Grammar Translation Method (GTM) of foreign language teaching. Some key points:
1. GTM was first developed for use in secondary schools in the 19th century. It involved teaching classes entirely in the student's native language with little active use of the target language.
2. GTM emphasizes vocabulary and grammar learning. Accuracy is prioritized over fluency. Grammar is deductively taught and students translate literary texts.
3. Principles of GTM include using the students' native language as the medium of instruction, focusing on grammatical parsing and vocabulary learning through difficult texts with little attention to pronunciation or content.
Direct method and grammar translation method haseema group
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. [1] The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. [2] In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, with little emphasis on speaking or listening skills. [3] Key differences include the Direct Method teaching grammar inductively while Grammar Translation uses rules, as well as the Direct Method emphasizing oral communication and Grammar Translation prioritizing reading and writing.
approaches and methods in English Language Teaching E.L.T
In this slide you will learn about the approaches and methods of English language. this slide will help you learn about the Grammar Translation method, Direct method, Structural approach and Functional approach as well.
THIS SLIDE WILL HELPFUL FOR EACH AND EVERY STUDENT. THEY CAN USE THIS SITE AS REFERENCES AND AS MODEL OF PRESENTATION.
WISHING YOU BEST OF LUCK
FROM : PRAKASH S CHAUHAN
Teaching strategies for all levels011209
This document outlines teaching strategies for English language learners at different proficiency levels, including beginners, intermediate, and advanced. For beginners, instruction should be simple, repetition is important, and speaking should be slower. Rapport building, use of the first language, and response practice are emphasized. At intermediate levels, parts of speech and sentence patterns are introduced gradually. Comprehension questions and improvised speaking are encouraged. For advanced levels, fluency is prioritized over error correction, and higher-order thinking skills are promoted through discussion questions. Across levels, vocabulary instruction incorporates examples, synonyms/antonyms, and illustration.
Grammar translation method
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
History of ELT in bangladesh
1) English was historically a second language in Bangladesh but became a foreign language after independence in 1971. It has since regained unofficial status and importance.
2) Traditional teaching methods focused on rote learning and memorization, leaving students unable to communicate effectively in English despite high exam scores.
3) There is a recognized need to shift emphasis to teaching communicative abilities like conversational skills to meet the demands of opportunities requiring English proficiency.
Grammar translation method
The document discusses two language teaching methods: Suggestopedia and Grammar Translation. It provides a lesson plan example of teaching the story "The Condor Who Fell In Love" using each method. The Suggestopedia method involves relaxed reading of the story in the target language while listening to music. Comprehension is developed through exposure rather than translation. The Grammar Translation method involves identifying vocabulary and translating sentences word-for-word into the student's native language using dictionaries.
ESP Course- chapter 3 - English for academic purposes
This document discusses English for Specific Purposes (ESP) and its subcategories. It notes that ESP refers to English teaching tailored to academic disciplines or occupations. There are four types of ESP situations depending on how English is used in instruction. The document recommends starting cooperation between language and subject teachers, then extending to collaboration and team-teaching. It questions whether categories like English for Science and Technology accurately reflect disciplinary differences and needs.
Teaching grammar
Grammar plays an important role in language and communicative competence. There are different types of grammar including prescriptive, traditional, structural, and grammatical competence. Teaching grammar explicitly can help internalize rules unconsciously, but metalinguistic knowledge may be too complex for young learners. Grammar is best taught in context through an inductive approach to allow students to discover rules themselves, though deductive instruction has its place. Corrective feedback should be given appropriately to help students self-correct without overdependence on teachers. Overall, grammar is best integrated into language courses rather than taught separately to help students apply rules communicatively.
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The Grammar-Translation Method and Multiple Approach
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Direct method and grammar translation method haseema group
Direct method and grammar translation method haseema group
approaches and methods in English Language Teaching E.L.T
approaches and methods in English Language Teaching E.L.T
ESP Course- chapter 3 - English for academic purposes
ESP Course- chapter 3 - English for academic purposes
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The grammar translation method
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Grammar translation method
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
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The Grammar-Translation method involves:
1) Students translating whole texts word-for-word between the target and native languages.
2) Memorizing extensive grammar rules and vocabulary lists.
3) The teacher acting as the primary authority who supplies correct translations and answers.
4) A focus on reading comprehension and written exercises like translation, with little emphasis on speaking practice.
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
The grammar translation method
The document summarizes the Grammar Translation Method (GTM), an early method for teaching foreign languages. Key points:
- GTM originated as a way to teach Latin and Greek and focused on translating texts and learning grammar rules. It ignores speaking skills.
- Under GTM, language is viewed as isolated words, vocabulary is taught through translation, and the students' native language is used for instruction.
- Techniques include translating passages, answering reading questions, learning grammar rules and applying them through translation exercises.
- Advantages are quick vocabulary explanations through translation and less difficulty for teachers not fluent in the target language. Disadvantages are it is unnatural and ignores the natural order of language acquisition
9. GRAMMAR TRANSLATION METHOD in language teaching.pptx
The document discusses the Grammar Translation Method, a traditional foreign language teaching approach. It originated in the 19th century to teach Latin, Greek, and later other modern languages. The key characteristics are a focus on grammatical rules, memorization of vocabulary, translation exercises between the native and target languages, and reading literacy in the target language. Strengths include developing accuracy in grammar and enhancing reading/writing skills, while weaknesses comprise less emphasis on oral communication skills and opportunities for active use of the target language.
GRAMMAR TRANSLATION METHHOD.pptx
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. GTM is characterized by (1) explicit grammar instruction of the target language, (2) translation of sentences between the native and target languages, and (3) a focus on reading comprehension and writing skills over speaking abilities. The document outlines the history, principles, techniques, objectives, advantages, and disadvantages of GTM. It notes that while GTM has benefits like vocabulary building and ease of use, it also has significant disadvantages like neglecting speaking practice and failing to develop communicative competence in the target language.
GRAMMAR TRANSLATION METHOD.pptx
1. The Grammar-Translation Method is an older method for teaching foreign languages that focuses on translating texts and studying grammar rules.
2. Vocabulary is taught through memorization of bilingual word lists and grammar is deductively taught and practiced through translation exercises.
3. Little emphasis is placed on developing students' speaking and listening skills in the target language.
GRAMMAR TRANSLATION METHOD.pptx
1. The Grammar-Translation Method is an older method for teaching foreign languages that focuses on translating texts and studying grammar rules.
2. Vocabulary is taught through memorization of bilingual word lists and grammar is deductively taught and practiced through translation exercises.
3. Little emphasis is placed on developing students' speaking and listening skills in the target language.
Gtm
The document discusses the Grammar Translation method of teaching foreign languages. It originated as a way to teach Latin and Greek and focuses on translating whole texts word-for-word, memorizing extensive vocabulary lists and complex grammatical rules. It remained popular for teaching classical languages and was later used to help students read foreign literature. While translation allows explaining meanings between languages and familiarizing students with both, the method is criticized for neglecting spoken communication skills and not allowing for exact translation between all languages.
Grammar translation method
The document discusses the grammar translation method of teaching foreign languages. It notes that this method has been used by language teachers for many years and was previously called the "classic method". The goal of this method is for students to be able to read literature in the foreign language through practicing reading and writing in that language. It involves translating grammar, memorizing vocabulary, and interpreting the original language. The teacher takes an authority role while students obey the teacher by learning what is taught. Advantages include easy translation and assessment, while disadvantages include reversed learning process and difficulty mastering speaking skills.
The grammar translation method
This document describes the grammar translation method of teaching foreign languages. It was commonly used in the late 19th and early 20th centuries for teaching Latin and Greek. Key characteristics include using the student's native language for instruction, memorizing isolated vocabulary words, focusing on grammar rules and their application in translation exercises, reading difficult classical texts, and giving little attention to pronunciation. While it helped with mental discipline, it lacked oral practice and creativity in the classroom.
Grammar Translation Method (G.T.M)
The grammar translation method focuses on learning grammar rules and their application through translation between the target and native languages. Vocabulary is learned through direct translation of word lists and little teaching is done in the target language. Classes are taught in the native language with an emphasis on reading, writing, and translation accuracy over fluency. Exercises include translating passages, answering reading comprehension questions, and applying grammar rules through fill-in-the-blank and sentence translation activities.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
Grammar-Translation Method
The document discusses the Grammar-Translation method of teaching foreign languages. It focuses on analyzing an experience using this method. The key aspects of the Grammar-Translation method observed include: students translating passages between the target and native languages, learning grammar rules and their application, memorizing vocabulary and verb conjugations, and answering reading comprehension questions. The method aims to enable students to read literature in the target language but is criticized for not promoting communication skills and interaction.
DELA RAMA K. GRAMMAR -TRANSLATION METHOD.ppt
The Grammar Translation Method (GTM) evolved from the Classical Method used to teach Latin and Greek in the 15th century. GTM, formalized in Germany in the late 18th century, places little emphasis on speaking or communicating in the target language. It focuses on translating literature and grammar between the native and target languages. GTM helps students learn correct sentence structure and read/write the target language, but does not develop strong listening/speaking skills due to its reliance on the native language in class. While effective for certain skills, critics argue GTM is dull and does not facilitate conversational ability.
Grammar translation method
Hello readers! I am the student of English Language and Literature, and here i would like to share my academic work.
Grammar translation methods
This document discusses the methodology of translation techniques for teaching foreign languages. It focuses on using translation and grammar study as the main activities, with students reading texts and translating between the target language and their native language. This method emphasizes learning grammar rules through repetition and memorization of vocabulary. The teacher's role is not very demanding as they do not need creativity, while the student's role is more passive as they absorb and reproduce the information mechanically.
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- 2. 1. INTRODUCTION Classical Method Helping student read Appreciate foreign Literature Indirect Method
- 3. 2. DEFINITION GTM is a Method of teaching foreign languages Method of teaching greek and latin Students learn grammatical rules Translating word to word Focuses on reading and writing
- 4. 3. MAIN GOAL Develop students’ reading ability Develop studens’ general mental discipline To be able to read literature written in the target language
- 5. 4. CHARACTERISTICT The unit of teaching is word,not a sentence Considers grammer of language Grammatical rules English grammar is taught through rules Reading and writing are the major focus
- 6. 5. HOW TO GUIDE THE GTM The class is reading an excerpt Students translate the passage Teacher asks student in their native language Students write out the answers The teaher decides wheter an answer is correct or not Students translate new words
- 7. 6. Continued Students learn that english Students are given a grammar rule Students apply a rule to examples they are given Students memorize vocabulary The teacher asks to state the grammar rule Students memorize present tense,past tense and past participle form
- 8. 7. THE TECHNIQUES Translation of a literary passage Reading comprehension questions Antonyms/Synonims Deductive application of rule Fill-in the-blanks Memorization Use words in centences Composition
- 9. 8. CLONCLUTION You have now had an apportunity to examine the principles and some of the grammar- translation method. Try to make a connection between what you have understood and your own teaching situation and beliefs.