Advantages Of Grammar Translation Approach

In the book Why Tesol?, it states that the major tenets of Cummins’ model of second language acquisition is the framework that focuses on the “distinction between social language and academic language.”Cummins suggests that academic language takes longer to acquire and social language is easier because it is in the “here and now”. Cummins’ Quadrant Model consists of 4 quadrants: Quadrant 1 - Social language; Quadrant 2 - Target language; Quadrant 3 - Target language; Quadrant 4 - Academic language. (p. 152). Although, there are many models of second language acquisition, I felt that Cummin’s model was a great representative of where Carlos’ second language acquisition has fallen behind. When beginning remediation with Carlos’ my first priority is to provide him with a solid foundation of academic vocabulary that will assist him throughout his learning experience. This process is beneficial when teaching content area. In order for Carlos to succeed in the classroom he will need to become familiar and be able to comprehend the content area. Before beginning each lesson I would have Carlos share his knowledge of the vocabulary words and academic language that is beneficial to the lesson. This will provide insight to see which areas I need to review and which areas he has a strong foundation in. Next, I would provide Carlos with various opportunities to obtain the vocabulary needed in each content area. To develop his vocabulary I would provide him with a guide prior to

As we know, each student obtains and processes information differently. As an educator, we must learn and work to try to teach each individual within his/her learning style. However teaching grammar can be complex and boring. Providing a variety of learning methods would be most acceptable for student growth and skill mastery.

It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students

Many have struggled to learn a second language. Learning a second language is hard but there are approaches that can be used to make it easy. According to Lessow -Hurley (2013), there are four approaches that can be used to teach a second language which is the grammar-translation, the audio-lingual approach, the natural approach and the direct method. The purpose of this paper is to clarify what direct method is, its background information and its advantages.

Whether one wants to travel, find a job, or find entertainment, the English language will most likely be somewhat involved. This comes as no surprise since English has been referred to as the unofficial language of globalization (Corrêa De Almeida). Globalization is attractive to many because, “it is the interaction and integration among the people, companies, and governments of different nations” (Globalization 101, 2016). With this in mind many seek to learn English to gain better job opportunities or to simply have access to worldly entertainment. English as second language (ESL) education techniques now become the center of attention in order to satisfy the demand for effective English learning as a foreign language. ESL education techniques must take into consideration student’s learning style, background, and weaknesses to provide an effective learning environment.

Teaching English as a foreign language (EFL) is a process full of obstacles that lead the teachers regret due to the factors that inhibit a healthy learning environment such as “Affective filters” and empowered by motivation. In seeking the best way to teach a second or foreign language (L2) with the rising demand for language learning in a short period of time, a wide variety of interpretations and applications have come up. Marckwardt (1972, p.5) called this duration of searching for the best method of language teaching as “changing winds and shifting sands” since every quarter of a century, a new approach appeared and each new approach or method escaped from the old but took with it some of the positive aspects of the previous practice.

It is widely known that vocabulary is simply all the words known and used by a particular person. In other words, the ability to understand (receptive) and use(expressive) words to acquire and convey meaning is what is called vocabulary. Expressive vocabulary requires a speaker or writer to produce a specific label for a particular meaning, but receptive vocabulary requires a reader to associate a specific meaning with a given label as in reading or listening. As a learner begins to read, reading vocabulary is mapped onto the oral vocabulary the learner brings to the task. (Öztürk, 2007)

Language is what we learn from society and not something by birth. ENGLISH language is the most commonly spoken language around the world. It is considered as the official language in many countries as well as 2nd most used language in most of the countries around the world. With the increased popularity of this language and development all around the world, the number of people willing to learn and use English have also increased. So along with the growing popularity of English language the methods to learn it have also improvised and advanced. The present age of Technology is an ever advancing age and has an ever changing effect on the modern English language learning which has highly transformed the learning process. Due to this transformation the English learning process have been standardized through technology.

Machine Translation (MT) refers to automation of the process of translation, fully automatic MT, or part of the translation process, machine-aided translation, between languages. In machine-aided translation, computer programs such as word processing, CD Rom resources, Optical Character Recognition (OCR), and concordance are implemented to conduct part of the process of translation. Therefore, computer is just an auxiliary tool in the process of translation. Translation instruments like on-line dictionaries or different Term Banks quicken the process of translation. In fully automatic MT, the source language is put into the machine, and the translation is performed without human intervention. If fully automatic MT is inappropriate, other strategies such as Pre-editing and Post- editing can be used (Sager, 1994).

The Lexical Approach is based on the idea that language is made up of other structural elements besides what we traditionally think of as grammar. Instruction focuses on relatively fixed expressions that occur frequently in spoken language rather than on originally created sentences (Lewis, 1997a). This digest provides an overview of the methodological foundations underlying the lexical approach and the pedagogical implications. The lexical approach to foreign language teaching has received interest in recent years as an alternative to grammar-based approaches. The lexical approach concentrates on developing learners' proficiency with lexis, or words and word combinations. It is based on the idea that an important part of language acquisition is the ability to comprehend and

When it comes to teaching grammar two main trends have been competing with one another for ages, these are: deductive and inductive approaches. While the first one seems to be more successful as it has continuously been applied since ancient times, the other was appreciated only in Classical, Reneissance, 19th and 20th century (Johnson, 1999, p. 147). However, it seems to have gained real popularity recently. We can observe (Johnson, 1999, p. 147), that the deductive approach was extremaly in favour in the Middle Ages, 18th and 19th century, when reading, writing and translating texts were regarded as the most important skills. Luckily,

I find the direct method to be the best method in teaching English. “In the Direct Method, language is taught inductively and the target language is used exclusively.” (ITTO, Page 119) For teaching grammar, I believe teaching inductively cements the grammar structure into the student’s minds. It uses the students own thinking ability to figure out the grammar structure of a sentence. This allows students to better understand what they are being taught. It also makes it easier for students to better use the grammar when they are making their

Idiomatic expressions are a type of informal English that have a meaning different from the meaning of the words in the expression.

A great quantity of English teachers consider the significant part of English teaching is about improving the communicative competence of students and grammar is less concerned than it. It cannot be deny that during the whole process of English teaching, grammar may not the main part. However, it is difficult to imagine student can produce English accurately without learning grammar construction especially in the English as a foreign language (EFL) classroom. The importance of grammar teaching should be seen by teachers. Therefore, this essay is mainly about studying and contrasting grammar approaches to find out which one is more beneficial or to what extent teacher should take advantage of this two approaches in grammar teaching class.

After grammar learning, to put the vocabulary into sentences, and get into the language learning. So the learning of English grammar can be regarded as the basis of learning English. Teachers try to overcome various difficulties in teaching and explore various ways of teaching to improve the learning achievement and self-learning ability.