THE GRAMMAR TRANSLATION METHOD
This method is one of the most traditional methods, it was originally used to teach “dead” languages (and literaturas) such as Latin and Greek, involving litle or no spoken Communication or listening comprehension.
Characteristics
- A focus on learning the rules of grammar and their application in translation pasajes from one language into the other.
- Vocabulary in the target language is learned through direct translation from the native language, it is taught in the formo f isolated Word lists. e.g. with vocabulary tests such as:
The house = la casa
The Mouse = el ratón
- Very little teaching is done in the target language. Instead, readings in the target language are translated directly and then discussed in the native language. Little or not attention is given to pronunciation.
- Grammar is taught with extensive explanations in the native language, and only later applied in the production of dentences through translation from one language to the other. e.g:
Do you have my book? = ¿Tienes mi libro?
I don´t know where your book is = No sé dónde está tu libro
Disadvantages
· Language is seen as a Collection or words which are isolated and independent.
· Worst effect of this method i son pupil´s motivation. Because they can not succeed – leads to frustration, boredom and indiscipline.
· It seemed there was no need for students to master the four skills of English (listening, speaking, Redding and writing)
· It does not equire a teacher to speak good English or make good lessons preparations.
Advantages
· The phraseology of the target language is quickly explained. Translation is the easiest way of explaining meanings or words and phrases from one language into another.
· Teacher’s labour is saved. Since the textbooks are taught through the medium of the mother tongue, the teacher may ask comprehension questions on the text taught in the mother tongue. Pupils will not have much difficulty in responding to questions on the mother tongue. So, the teacher can easily assess whether the students have learnt what he has taught them.
Exercise of a class using this method
1. Translation of a Literary Passage: Students translate a Redding pasaje from the target language into their native language.
2. Reading comprehension questions: Students answer questions in the target language base don their understanding of the Redding pasaje.
3. Antonyms and synomyms: Students are given one set of words and they are asked to find antonyms in the Redding pasaje.
4. Fill in the blanks: Students are given a series of sentences with words Messing.
5. Deductive application of rule: Grammar rules are presented with examples. Once students understand a rule, they are asked to apply it to some different example.
Example of a class with this method
· When do we use them?
We often went camping when we were children
(Cuando éramos niños a menudo íbamos a acampar)
I will always love you
(Siempre te amaré)
· Different positions
Pedro sometimos visits us on Sundays
(Pedro a veces nos visita los domingos)
She is often ill in winter
(Ella generalmente está enferma en el invierno)
The following list shows the most common adverbs of frequency, with the one that refers to things that happen most often at the top, and least often at the bottom:
ALWAYS | Siempre |
USUALLY | Usualmente |
FREQUENTLY | Frecuentemente |
OFTEN | A menudo |
SOMETIMES | A veces |
OCASIONALLY | Ocasionalmente |
RARELY | Raramente |
HARDLY EVER | Casi nunca |
NEVER | Nunca |
Exercise
Complete la oración con un adverbio de frecuencia
Example: He__________plays on the computer. ( He always plays on the computer)
- He__________listens to the radio.
- They________read a book.
- Pete_________gets angry.
- Tomi s_______very friendly.
- I___________take sugar in my coffee.
Traduzca la oración
- I rarely get up late on weekends.
- Nunca tomo café en el desayuno
- I am sometimos late for class
- Usualmente camino al colegio
Offer more activities for this method
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