THE GRAMMAR TRANSLATION METHOD GRAMMARTRANSLATIONMETHOD

THE GRAMMAR TRANSLATION METHOD _ GROUP _ _ GROUP _ • Pham Thao Quynh Anh • Nguyen Thi Ngoc Diep • Doan Thi Minh Huyen • Phan Le Yen Nhi • Nguyen Lam Kieu Oanh CONTENTS 01 Introduction 02 Sample 03 Principles 04 Techniques Demonstration 05 Conclusion 01 Introduction Method Ways of teaching GRAMMAR TRANSLATION METHOD 01 Introduction GRAMMAR TRANSLATION METHOD • Derived from the traditional method of teaching Greek and Latin • Called the Classical Method (Chastain 1988) • Purpose: helping students read and appreciate foreign language literature • Carried out through the means of translating both into and from the mother tongue • Based on the written word and texts 02 Sample Demonstration Unit   Endangered species NEW WORDS Critically • /ˈ krɪt.ɪ.kəl.i/ • (Adv) • Trầm trọng Overfish • /ˌ oʊvɚˈ fɪʃ/ • (Verb) • Đánh bắt mức The Techniques  1.  Translation of a literary passage • Translate a reading passage from the target language into their mother tongue • The passage may be excerpted from some work from the target language literature or it can be written carefully and designed to include particular grammar rules and vocabulary by teachers • Provides the focus for several classes: vocabulary and grammatical structures • The translation could be written or spoken or both  NOTE: Shouldn’t translate idioms and the like literally The Techniques  1.  Translation of a literary passage 2.  Reading comprehension questions • Students answer the questions in the target language based on their understanding of the reading passage • The questions are often sequenced o Factual specific or closed questions o Students have to answer the questions even though the answers are not contained in the passage itself o The third group of questions requires students to relate the passage to their own experience The Techniques  1.  Translation of a literary passage 2.  Reading comprehension questions 3.  Antonyms/ Synonyms • Student are asked to find either antonyms or synonyms for a particular set of words in the reading passage •  Students may be asked to define a set of words based on their understanding of them as they occur in the reading passage • Students may be asked to work with the vocabulary of the passage The Techniques  1.  Translation of a literary passage 2.  Reading comprehension questions 3.  Antonyms/ Synonyms Cognates •  Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages •  Students are also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language The Techniques Cognates Examples for false cognates (similar sound, similar pronunciation but don’t mean the same) Cognates The Techniques Examples for cognates (similar sound, similar pronunciation and have the same meaning) The Techniques  1.  Translation of a literary passage 2.  Reading comprehension questions 3.  Antonyms/ Synonyms Cognates 5.  Deductive application of rule • Teachers: Grammar rules are presented with examples • Students: apply some different examples when understand rule The Techniques  1.  Translation of a literary passage 2.  Reading comprehension questions 3.  Antonyms/ Synonyms Cognates 5.  Deductive application of rule 6.  Fill-in-the-blanks •  Giving students a series of sentences with words missing • Asking students fill in the blanks The Techniques  1.  Translation of a literary passage 2.  Reading comprehension questions 3.  Antonyms/ Synonyms Cognates 5.  Deductive application of rule 6.  Fill-in-the-blanks 7.  Memorization • Students are given lists of target language vocab words and naive language equivalents • Be asked to memorize • Be required to memorize grammatical rules/paradigms The Techniques  1.  Translation of a literary passage 2.  Reading comprehension questions 3.  Antonyms/ Synonyms Cognates 5.  Deductive application of rule 6.  Fill-in-the-blanks 7.  Memorization 8.  Use words in sentences • Teachers: Teaching new words and teaches how to make up a sentences • Students: Making up sentences by using the new words The Techniques  1.  Translation of a literary passage 2.  Reading comprehension questions 3.  Antonyms/ Synonyms Cognates 5.  Deductive application of rule 6.  Fill-in-the-blanks 7.  Memorization 8.  Use words in sentences 9.  Composition • Teachers give students a topic which is based on some aspect of the reading passage of the lesson to write about in the target language • Students are asked to prepare a summary of the reading passage instead of writing a composition 05 Conclusion ADVANTAGES -Require few specialized skills on the part of teachers -Tests of grammar rules and of translation are easy to construct and can be objectively scored -Be successful in leading a student towards reading knowledge in L2 -Reduce stress for students  -Develop reading and writing skill -Communication between the teacher and the learners does not cause linguistic problems DISADVANTAGES -Nothing to enhance a student‘s communicative ability in L2 -Foreign language learning is a tedious experience -The method has no advocates -Little stress is paid on accurate pronunciation -Students work hard without much progress Conclusion • Requires pedagogical method  use in different manners • Not allow students apply in communication in a flexible and appropriate manner • Teacher should be aware of the suitable method THANK YOU FOR YOUR LISTENING! ... Principles The goals of teachers who use the grammar translation method The role of the teachers ● The authority in the classroom The Principles The goals of teachers who use the grammar translation method. .. method The role of the teachers The role of the learners ● Do as the teacher says ● Leaners interact with the teacher, not with each other The Principles The goals of teachers who use the grammar translation. .. study grammar deductively ● Students memorize vocabulary and grammar rules The Principles The goals of teachers who use the grammar translation method The role of the teachers The role of the learners