The Grammar Translation Method (GT Method)
The grammar translation method, as the name suggests, makes use of translation and grammar study as the main teaching and learning activities. It is a traditional method of teaching second or a foreign language. This method is also called classical method as it was used to teach the classical languages such as Greek and Latin in the past.
The GT method came into Nepal along with the English education System in the late 19th century and it remained quite popular until the implementation of New Education System Plan (NESP) in 2028 BS.
Theoretical Base
The theories behind GT method are as follows:
- a language can be learnt through translation
- grammar and vocabulary constitute the core of a language
- the structure of a foreign language is best learnt by comparing and contrasting with that of the mother tongue
- writing is the standard form of all language; best writers’ product is the best language.
Characteristic features
· Aims: according to GT method, the goal of language teaching is to enable the learners to read the literature of the target language. For this, they need to acquire a good depth of vocabulary and grammar, but need not necessarily know to communicate in the target language
· View on language: literary language is superior to spoken language. languages are similar, so it is possible to find target language equivalent into students’ mother tongue.
· Aspects and skills of language: GT method focuses on vocabulary and grammar. Reading and writing are the primary skills. A traditional topic-based syllabus is used for reading.
· Role of teacher and students: the teacher is the authority commanding the students for their activities while the students are dependent and passive learners.
· View on errors: correct answer is considered very important in this method. If students make errors, the teacher supplies the answer.
· Evaluation system: A formal written test is the chief tool for the evaluation of students ‘competence.
· Use of mother tongue: student’s mother tongue is the medium of instruction. The given text is translated into student’s mother tongue.
Classroom Procedure
· Translation of a literary passage: The students Translate a reading passage from the target language into their native language. vocabulary and grammatical structures in the passage are studied in subsequent lessons. The passage is carefully designed to include particular grammar rules and vocabulary. The translation may be written or spoken or both. Students have to know idioms are translate translated.
· Reading comprehension question: After studying the passage and translating it into their mother tongue, the students answer questions in the target language based on their understanding of the reading passage. Questions are sequenced from information questions to analytical ones. This means they will have to answer questions about the passage even though the answers are not contained in the passage. Finally, they relate the passage to their own experience.
- Antonyms/Synonyms: Students are asked to find synonyms and antonyms in the reading passage. They are also asked to define a set of words based on their understanding of them as they occur in the reading passage.
· Deductive application of rule: Grammar rules are presented with examples followed by the exceptions to each rule. Once students understand the rule, they are asked to apply it to other examples.
· Fill in the blanks: Students are given a given series of sentences with blanks. Fill in the blanks with new vocabulary items or with items of a particular grammar type.
· Memorization: Students are given lists of vocabulary items and their native language equivalents and are asked to memorize them. They are also required to memorize grammatical rules and grammatical paradigms such as verb conjugations.
· Use words in sentence: Students make up sentences using the words which they have just learnt.
· Composition: The teacher gives the students a topic based upon some aspects of the reading passage of the lesson and students write composition.
The Direct Method
Direct method is a method of Teaching foreign language through conversation, discussion and reading in the language itself, without use of the student’s mother tongue, without translation and without study of formal grammar. First of all, words are taught by pointing to objects or pictures or by performing actions, it simply says “the meaning is taught by making a direct connection in the mind of the learner between what he sees and what he says.
The direct method came as reaction to GT method, so it overcame two major faults of Grammar Translation by substituting language contact for grammar recitation, and language use for translation. (Lado)
Theoretical Base
· the spoken language is primary and that this should be reflected in in oral best methodology.
· the findings of phonetics should be applied to teaching and teacher training.
· learners should hear the language first, before seeing it in written form.
· what should be presented in sentences and sentences should be practiced in meaningful context and not be taught as isolated, disconnected elements.
· the rules of grammar should be taught only after the students have practiced the grammar points in context, that is, grammar should be taught inductively.
· translations should be avoided although the mother tongue could be used in order to explain new words or to check comprehension (Richards and Rodgers, 2006)
Characteristic features
· Aim: The aim of direct method is to enable the learners to enable the learners to communicate in the target language. the students should acquire the competence of Thinking in the target language. communication and fluency are primary grammar is the last point of teaching.
· View on language: language is primarily spoken, so the students need to learn common everyday speech in the target language. They also study also consisting of the history of the people who speak the target language, and information about the daily lives of the speakers of the language.
· Aspects in skills: the direct method emphasizes vocabulary over grammar. All four language skills are introduced; however, oral skills are in emphasized. Pronunciation is considered very important, so care is taken for correct pronunciation from the very beginning.
· Role of the teacher and learners: the teacher and students are the partners in teaching learning process in the direct method.
· View on error: the teacher tries to get students to self-correct their errors employing various techniques.
· Evaluation system: students’ knowledge of language is not tested, but the students’ use of language is tested. This can be tested by interviewing orally or by asking to write a paragraph on something.
· Use of the mother tongue: the students mother tongue is not used in the classroom.
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