Englid (English with Idham)
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A. IntroductionGTM is not a new thing in languagelearning, which is only slightly different. The name that has been used bylanguage teachers for a few years ago.In ancient times this method iscalled the "classical method" of the time used in the classicallanguage learning, such as Latin and Greek. At the beginning of this century,this method is used to assist students in reading and understanding a foreignlanguage literature. But it is also expected that it is in studying orunderstanding the grammar of the desired target language, students will becomemore familiar with the language rules in accordance with the source languageand a deeper understanding of this will further help them in reading andwriting according to the source language to be better.Finally concluded that it isstudying a foreign language will help the development of students in developingintellectual, it can be recognized that the students will never use the targetlanguage, but learning is very much needed mental.
B. PurposeDescribing how GTM isdeveloped from dead languageExplaining how GTMadvantages and disadvantages as a traditional methodUnderstanding GTM history and philosopy
DISCUSSION
A. BACKGROUND (History andphilosophy)The grammar-translationmethod is a method of teaching foreign languages derivedfrom the classical (sometimes called traditional) method of teaching Greek and Latin. Ingrammar-translation classes, students learn grammatical rules and thenapply those rules by translating sentencesbetween the source language and their native language. Advanced students may berequired to translate whole texts word-for-word. The methodhas two main goals: to enable students to read and translate literaturewritten in the target language, and to further students general intellectualdevelopment.Thegrammar-translation method originated from the practice of teaching Latin. Inthe early 1500s, Latin was the most widely-studied foreign language due to itsprominence in government, academia, and business.However, during the course ofthe century the use of Latin dwindled, and it was gradually replaced byEnglish, French, and Italian. After the decline of Latin, the purpose oflearning it in schools changed. Whereas previously students had learned Latinfor the purpose of communication, it came to be learned as a purely academicsubject.ThroughoutEurope in the 18th and 19th centuries, the education system was formedprimarily around a concept called faculty psychology. This theory dictated that the bodyand mind were separate and the mind consisted of three parts: the will, emotion, and intellect. It wasbelieved that the intellect could be sharpened enough to eventually control thewill and emotions. The way to do this was through learning classical literatureof the Greeks and Romans, as well as mathematics. Additionally, an adult with such an educationwas considered mentally prepared for the world and its challenges.At first itwas believed that teaching modern languages was not useful for the developmentof mental discipline and thus they were left out of the curriculum. When modernlanguages did begin to appear in school curricula in the 19th century, teacherstaught them with the same grammar-translation method as was used for classicalLatin and Greek.[1] As aresult, textbooks were essentially copied for the modern language classroom. Inthe United States of America, the basic foundations of this method were used inmost high school and college foreign language classrooms.GT was infact first known in US as the Prussian method. GT dominated European andforeign language teaching from 1840s to the 1940s, and in modified from itcontinues to be widely used in some parts of the world today in the mid-andlate nineteenth century opposition to the GTM gradually developed in severaleuropen, countries Germany, England,France, and other parts of Europe, new approaches to language teaching weredeveloped by individual language teachingspecialist, each with specific methodfor reforming the teaching of modern languages, some of these specialist, likeC. Marcel, T, Prendergast, and F.Gouin, did not manage to archieve any lastingimpact, though their ideas are of historical interesting 1880s henry sweet inEngland, Wilhelm Vietor in Germany, and Paul Passy in France began to providethe intellectual leadership needed to give reformist ideas greater credibilityand acceptance. a. Definition
Thegrammar-translation method of foreign language teaching is one of the mosttraditional methods, dating back to the late nineteenth and early twentiethcenturies. It was originally used to teach 'dead' languages (and literatures)such as Latin and Greek
b. The principal Characteristics of GTM
Thegrammar translation method haseihgteen caracteristics :1.Classesare taught in the mother tongue, with little active use of the target language.2.Muchvocabulary is taught in the form of lists of isolated words.3.Longelaborate explanations of the intricacies of grammar are given.4.Grammarprovides the rules for putting words together, and instruction often focuses onthe form and inflection of words.5.Readingofdifficult classical texts is begun early.6.Littleattention is paid to the content of texts, which are treated as exercises ingrammatical analysis.7.Oftenthe only drills are exercises in translating disconnected sentences from thetarget language into the mother tongue.8.Littleor no attention is given to pronunciation.9.GTM is a way of studying a language that approaches the language first throughdetail analysis of its grammar rules, which consist of morphology and syntax.10.reading and writing are the major focus11.vocabulary selection is based solely on the reading texts used and words aretaught through bilingual words list, dictionary and memorizing12.the sentence is the basic unit of teaching and language practice13.accuracy is emphasized 14.grammar is taught deductively that is by presentation and study of grammarrules which are then practiced though translation exercise15.the student native language is the medium of instruction 16.it is a method for which there is no theory17.form, the form of structure was mechanical translation, the sentence wasconstructed and illustrated the grammatical system of the language.18.situational method using vocabulary selection that controlled by grammar focuson grammatical content of language courses paterns through an oral approach asan essential component of reading proficiency.
c. APPROACH
Theory of language:This method sees language from a structural point ofview .It focuses primarily on teaching deductively the grammatical unitsinvolving little or no spoken communication and listening. Theory of learning:GTM as a process-oriented theory, sees languagelearning mainly as a habit formation: Students are asked to constantly repeatand memorize endless lists of grammar rules and vocabulary in order to produceperfect translation.
d.DesignThe objectives:1 The primary focus is on grammatical rules and writingskills.2 Students are expected to translateaccurately all the given texts.
e.Syllabus The GTM uses a lexico-grammatical and task basedsyllabus: there is a strong focus on vocabulary and grammatical rules that arelearned contextually from the given texts to be translated. Therefore thesyllabus is build primarily on the grammatical points illustrated in thetext-book.
B.The roles ofGTM in studying of language
a.Learner roles A student in this method is viewed as a processor andpassive holder for the information given to him. This means that he does notinfluence the process of learning or even other students. In fact learners aretotally dependent on the teacher. b.Teacher role In the GTM the teacher role is central as he controlesand determens every thing in the classroom whether it is content, tasks orelse, as well as correcting immediatlythe errors made by the students. This makes learners totally dependent on theteacher as the source of information and direction as well. c. The role of instructional materials: This method requires only the use of the already existingmaterial which is the text book. The text book then is both the syllabus and theinstructional material at the same time. It is the source that helps thestudents master the grammatical rules of the target language and attain highstandrds in translation.
C.Procedure of GTM
Typical GTM lessons follow this type of procedures : Classes aretaught in the mother tongue, with little active use of the target language The structures of the foreign languages are learned bycomparing and contrasting with those of the mother tongue. The teacherassigns a text, gives a bilingual word list and illustrates the grammaticalrules found in the text. Students memorize all the given informations and tryto practice them through translation of sentences and texts.
D. Techniques
The grammar translation method has nineTechniques:1.Translationof a Literary Passage(Translating target language to native language)2.ReadingComprehension Questions(Finding information in a passage, makinginferences and relating to personal experience)3.Antonyms/Synonyms(Findingantonyms and synonyms for words or sets of words).4.Cognates(Learningspelling/sound patterns that correspond between sourcelanguageand the target language)5.DeductiveApplication of Rule(Understanding grammar rules and their exceptions,then applying them to new examples)6.Fill-in-the-blanks(Fillingin gaps in sentences with new words or items of a particular grammar type).7.Memorization(Memorizingvocabulary lists, grammatical rules and grammatical paradigms)8.UseWords in Sentences(Students create sentences to illustrate they knowthe meaning and use of new words)9.Composition(Studentswrite about a topic using the target language).
E.Advantagesa.Thephraseology of the target language is quickly explained. Translation is theeasiest way of explaining meanings or words and phrases from one language intoanother. Any other method of explaining vocabulary items in the second languageis found time consuming. A lot of time is wasted if the meanings of lexicalitems are explained through definitions and illustrations in the secondlanguage. Further, learners acquire some short of accuracy in understandingsynonyms in the source language and the target language.
b.Teacherslabour is saved. Since the textbooks are taught through the medium of themother tongue, the teacher may ask comprehension questions on the text taughtin the mother tongue. Pupils will not have much difficulty in responding toquestions on the mother tongue. So, the teacher can easily assess whether thestudents have learnt what he has taught them. Communication between the teacherand the learners does not cause linguistic problems. Even teachers who are notfluent in English can teach English through this method. That is perhaps thereason why this method has been practiced so widely and has survived so long
F.Disadvantagesa.Itis an unnatural method. The natural order of learning a language is listening,speaking, reading and writing. That is the way how the child learns his mothertongue in natural surroundings. But in the Grammar Translation Method theteaching of the second language starts with the teaching of reading. Thus, thelearning process is reversed. This poses problems.
b.Speechis neglected. The Grammar Translation Method lays emphasis on reading andwriting. It neglects speech. Thus, the students who are taught English throughthis method fail to express themselves adequately in spoken English. Even atthe undergraduate stage they feel shy of communicating through English. It hasbeen observed that in a class, which is taught English through this method,learners listen to the mother tongue more than that to the second/foreignlanguage. Since language learning involves habit formation such students failto acquire habit of speaking English. Thus, they have to pay a heavy price forbeing taught through this method.
c.Exacttranslation is not possible. Translation is, indeed, a difficult task and exacttranslation from one language to another is not always possible. A language isthe result of various customs, traditions, and modes of behavior of a speechcommunity and these traditions differ from community to community. There areseveral lexical items in one language, which have no synonyms/equivalents inanother language. For instance, the meaning of the English word table doesnot fit in such expression as the table of contents, table of figures,multiplication table, time table and table the resolution, etc. Englishprepositions are also difficult to translate. Consider sentences such as Wesee with our eyes, Bombayis far fromDelhi, He died of cholera,He succeeded through hard work. In these sentences with, from, of,through can be translated into the Hindi preposition se and vice versa.Each language has its own structure, idiom and usage, which do not have theirexact counterparts in another language. Thus, translation should be consideredan index of ones proficiency in a language.
d.Itdoes not give pattern practice. A person can learn a language only when heinternalizes its patterns to the extent that they form his habit. But theGrammar Translation Method does not provide any such practice to the learner ofa language. It rather attempts to teach language through rules and not by use.Researchers in linguistics have proved that to speak any language, whethernative or foreign entirely by rule is quite impossible. Language learning meansacquiring certain skills, which can be learnt through practice and not by justmemorizing rules. The persons who have learnt a foreign or second languagethrough this method find it difficult to give up the habit of first thinking intheir mother tongue and than translating their ideas into the second language.They, therefore, fail to get proficiency in the second language approximatingthat in the first language. The method, therefore, suffers from certainweaknesses for which there is no remedy
CONCLUSION
The Grammar Translation Method was developed for the studyof dead languages and to facilitate access to those languages classicalliterature. Thats the way it should stay. English is certainly not a dead ordying language, so any teacher that takes an approach for dead language studyinto an English language classroom should perhaps think about taking up Math orScience instead. Rules, universals and memorized principles apply to thosedisciplines pedagogy and communicative principles do not.GTM was frequently used at the begening of the 20thcentuery but to day, many thinks that It is an unnatural method. Thenatural order of learning a language is listening, speaking, reading andwriting. That is the way how the child learns his mother tongue in naturalsurroundings. But in the Grammar Translation Method the teaching of the secondlanguage starts with the teaching of writing and reading. Thus, the learningprocess is reversed. This poses problems.Teaching involves any instructional technique thatdraws learners' attention to some specific grammatical form in such a way thatit helps them either to understand it metalinguistically and/or process it incomprehension and/or production so that they can internalize it.
REFERENCESLarsen-Freeman,Diane. (1986)Techniques and Principles of Language Teaching,OxfordUniversityPress.Billah,MD.M. Teaching Englishthrough English Medium. The New Nation.Online. 20 Nov 2005.2. Brown, D.H. Teaching byPrinciples:An Interactive Approach to Language Pedagogy. Longman:NewYork,2001.3. Dr. Shahidullah, M., Islam. J.,Majid ,I.A. N. and Haque,M.S. English For Today for Classes11-12.Dhaka.NCTB, 2001.4. Dr. Shahidullah,M.,Islam,J.,Majid, I. A.N. and Haque,M.S. Teachers Guide for English For Today For Casses11-12.Dhaka.ELTIP, 2001.5. Larsen-Freeman,D. Techniques andPrinciples of Language Teaching.Oxford:OxfordUniversityPress, 1981.6. Shahzadi,N.,Rabbani,F.,Tasmin,S.English For today for Classes 9-10.Dhaka.NCTB, 2002.7. Chastain, Kenneth. The Development of ModernLanguage Skills: Theory to Practice. Philadelphia: Center for CurriculumDevelopment,1971.8. Rippa, S. Alexander 1971. Education in a FreeSociety, 2nd. Edition. New York: David McKay Company, 1971.9. Richards, Jack C.; Rodgers, Theodore S. (2001). Approachesand Methods in Language Teaching (2nd ed.). Cambridge, New York: CambridgeUniversity Press.10. Rivers,Wilga M. Teaching Foreign Language Skills, 2nd Edition. Chicago:University of Chicago Press, 1981
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