The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.
The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.
approaches and methods in English Language Teaching E.L.TPrakash S. Chauhan
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
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Rizal Setiawan
1701121219
Students of English Education in IAIN PalangkaRaya
Email : rizalsetiawann6@gmail.com/
THE GRAMMAR-TRANSLATION METHOD
INTRODUCTION
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). Earlier in this century, this method was used for the
purpose of helping students read and appreciate foreign language literature. It was
also hoped that, through the study of the grammar of the target language, students
wouldhec.ome more familiar with the grammar of their native language and that this
familiarity would help them speak and write their native language better. Finally, it
was thought that foreign language learning would help students grow intellectually it
was recognized that students would probably never beneficial anyway.
Let us try to understand Grammar-Translation Method by observing a class
where the teacher is using it. The class is a high-intermediate level English class at a
university in Colombia. There are forty-two students in the class. Two-hour classes
are conducted three times a week.
2. DISCUSSION
The Grammar-Translation Method.
The grammar–translation method is a method of teaching foreign languages
derived from the classical. The teacher conducts question and answer to his students.
Give questions for their understanding to their experience. In answering any
questions, the teacher must know the shortcomings of his students. If students have
been right in answering the question then the next question is continued but if
students cannot answer then the teacher gives an understanding of the answer. The
method has two main goals: to enable students to read and translate literature written
in the source language, and to further students' general intellectual development.
a. Observation Principle
1. The class is reading an excerpt by Mark Twain’s. The basic purpose of language
learning is the ability to read literature written in it. Literary language is
superior to spoken language.
2. Students translate the languages.
3. The teacher asks students in their native language if they have any questions. A
student asks one and is answered in her native language.
4. Students answer questions.
5. The teacher determines whether an answer is correct or not.
6. Students translate new words from one language to another.
7. Students learn that English ‘-ty’ corresponds to another languages.
8. The sudents learn about grammar.
9. Students apply it.
10. Students learn and memorize vocabularies.
11. The teacher asks students to state the grammar rule.
12. The students learn and memorize of tenses.
3. According to Celce Murcia (1979:3) there are some characteristics of this method
that the writer will mention as follows :
1. Classess are taught in the first language, with little active use of the target
language;
2. Much of the vocabulary is in the form of lists of isolated words;
3. Detail explanation about the structure of grammar is given;
4. Grammar provides the rules for putting words together, and instruction often
focuses on the form and the inflection for words;
5. Reading of difficult classical texts in the beginning of the class;
6. Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis;
7. In teaching grammar, it is important to make the language situations and
language material as realistic as possible.
The principles of the Grammar-Translation Method are organized below by
answering the some questions like the following example:
1. What are the goals of teachers who use the Grammar-Translation Method?
According to the teachers who uses the Grammar-Translation Method, a
fundamental purpose of learning a foreign language is to be able to read written in
the target language literature. To do this, students need to learn about the grammar
rules and vocabulary of the target language.
2. What is the role of the teacher? What is the role of the students?
The roles are very traditional. The teacher is the authority in the classroom.
The students do as she says so they can learn what she knows.
3.What are some characteristics of the teaching/learning process?
Students are taught to translate from one language to another.
4. What is the nature of student-teacher interaction?
4. What Is the nature of student-student Interaction? Most of the interaction in
the classroom is from the teacher to the students. There is little student initiation
and little student-student interaction.
5. How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
6 How is the language viewed? How is culture viewed?
Literary language is considered superior to spoken language and· is
therefore the language that students study. Culture is viewed as coo~, sisting of
literature and the fine arts.
7. What areas of language are emphasized?
What language skills are emphasized? Vocabulary and grammar are emphasized.
Reading and writing are the primary skills that the students work on.
As for reviewing of techniques in grammar translation methods in such as
Translation of a Literary Passage, Reading Comprehension Questions, Deductive
application of rule , FiU-in-the-blanks ,Cognates, memorizing new vocabulary and
looking for antonyms / synonyms to how to use the word in sentences and
Composition (giving topics to students and told them to make sentences from the
topic.
The use of translation in foreign language learning has been considered
detrimental as it does not allow the achievement of fluency and foster communicative
language use (Newson, 1998); therefore, it has been mostly avoided. It has been
thought that students will learn better if they are given maximum exposure to the
target language. The Grammar-Translation method has been criticized for not giving
the enough opportunity to students to get involved in the target language.Translation
is a useful tool especially in an EFL environment (Ellis, 1992; Ur, 1996). As Stern
(1992) stresses translation holds an important place in language learning. In order to
let students realize difficulties in language learning, translation is a useful resource in
that students can see the similarities and differences between L1 and L2, and they can
5. understand the language system better. Through comparing the target language and
their native language they may use the target language effectively.
Alan Duff (1996) has stated that translation is a natural and necessary activity.
He points out that the use of translation shapes our way of thinking and to some
extent our use of the foreign language. He says that “translation helps us to
understand better the influence of the one language on the other, and to correct errors
of habit that creep in unnoticed”. Even in this case danchev (1983, p.35) also has lists
the benefits of translation as:
1) Natural and easy comparison between the target and the native language, thus
facilitating faster decoding of difficult target language structures and elements;
2) Quick and effective comprehension control;
3) To overcome and neutralize native language transfer. In order to perform an
activity understanding of the instructions is significant, and translation is a useful
tool to verify the comprehension of these instructions.
CLOSING
A. Conclusion
Grammar translation was used traditionally to teach language through
translation. Then the era of communicative competence, which led to develop
communicative approach. Social interaction became necessary for learning target
language. A teacher develops his/her own teaching procedures and may
constantly revise, and modify teaching learning process on the basis of
performance of learners and reactions to instructional practices. Moreover, the
success of a method may depend on the degree to which the teacher can provide
access to learning processes and content or create conditions for successful
language learning. In the words of Mitchell and Myles (2004, p. 261) remark:
“there can be ‘no one best method’…which applies at all times and in all
6. situations, with every type of learner”. It depicts that no single approach is best
for variety of learners and teacher can adopt integrated approaches to meet the
students’ need. The classroom activities and tasks change the situation for
language acquisition by creating interest and innovation. There is a ray of hope to
succeed, that the combination of GT and CA may prove effective for L2 learning.
REFERENCES
https://en.wikipedia.org/wiki/Grammar%E2%80%93translation_method.
https://www.researchgate.net/publication/306379008_The_Implementation_of_Gram
mar_Translation_Method_GTM_and_Communicative_Language_Teaching
_CLT_in_Teaching_Integrated_English/
Journal of Advances in English Language Teaching 2013; www.european-
science.com/jaelt 103 vol.1, No.4, pp.103-105
Larsen-Freeman, D. (2000). Techniques and principles o/language teaching (2nd ed.).
Oxford, UK: Oxford University Press.
shodhganga.inflibnet.ac.in/bitstream/.../08_chapter%202.pdf