Compare And Contrast Grammar Translation Method And Direct Method

This essay will highlight the grammar translation method and direct method. It will provide the history and characteristics of these two methods. In addition, it will also highlight the advantages and disadvantages of these two methods and the implementation of the two methods in Malaysia.

The Grammar translation method, or classical method started when people wanted to read literature written in the target language. Its focus was on grammatical rules, the memorization of vocabulary and of various declensions and conjugations, translations of texts, doing written exercises.

When the people of the western world wanted to know about the foreign languages like Greek and Latin the grammar translation method appeared. Grammatical rule, memorization of vocabulary, translation of the text was its focal point. In that time, the Latin language was generally based on structure and their main objective was to understand the fundamentals of grammar and translation. It was a hope that through the grammatical rule of the target language the student would know more about the grammatical rules of their native language and then, it would help them to speak and write in their native language better. So thinking about the objective of the language, the method came to be known as classical method. At present, it is very well known as the Grammar Translation

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.

Larsen-Freeman (2001) as cited in Mart (2013), describes grammar as a system of meaningful structures and patterns that are governed by particular pragmatic constraints. This clearly indicates that grammar plays a crucial role in learning the target language. Grammar instruction is one of the most difficult issues that people have encountered in language learning and teaching. Therefore, the best way to overcome this issue is by

The vast majority of the teachers participated in the interview claimed that they adopt indirect, functional and inductive language teaching approach in which students are engaged in lesson activities and asked to think about them to induce the rule, so they can learn independently, and achieve communicative competence through integrated grammar and communication (Ellis, 2006).

The primary source of this research is the Philosophical Investigation which is considered as Wittgenstein later philosophy. The researcher will also use philosophical books as secondary sources that talks about Wittgenstein’s concept of grammar from the library of Don Bosco College and Postnovitiate Seminary, Canlubang. Thus, E-sources (i.e., books, journal, thesis, essay, articles, commentaries...etc.) that tackles about the Wittgenstein concept of grammar will essentially be surfed will also be utilized.

Throughout the years, different methods have been used to teach English as a foreign language. In the past, teachers used the grammar translation approach, which consisted on reading literary texts and translating them from the target language into the mother tongue. This approach was influenced by the traditional methods that had been used for the teaching of Latin and Greek. It lost popularity throughout the years because linguists and teachers started to focus on the context instead of on form. The grammar translation approach used literary texts to teach the language, while the new approaches mainly worry about teaching the language used in real life situations. While the grammar approach took grammatical structures and vocabulary from

As technology advances and integrates itself more and more into our daily lives, the demand for higher productivity at a faster pace grows too. A greater number of fields are being affected by this paradigm, and translation is among them, and the growing number of Machine Translation (MT) technologies that have appeared. In this paper, I will discuss the use of free online translation tools by professional translators, particularly Google Translate as the most used tool, as well as the position taken by translation agencies and organizations regarding their use. I will focus on three main points: first, the general perceived advantages and disadvantages of the use of these tools; second, the position of said agencies and organizations and their concerns; and finally, the use of these tools by professional translators. I will begin by providing a definition of

There are many books of teaching methods on learning grammar, information is passed on through books or any form which contains information on grammar. Since, the internet age has dawned, Language learning has become easier than ever. Although there are colleges and universities where you can get a diploma from, learning complete languages

English language now becomes global language. Every countryman of man wants to speak in English. But there is vast difference between talk in English and produce English language. To know and to produce English language, one should know the teaching learning process of language. By knowing this teaching learning methods and deliberately using that in day to day life may create good teaching learning environment for learning language.

Grammar has always been an important issue in second and foreign language learning and teaching. Some hold the view that grammar is not essential for second/foreign language learning and therefore have a ‘zero position’ regarding grammar teaching. On the other hand, some view that grammar is necessary for second/foreign language learning.

I started learning English as a second language when I was in first intermediate. I still remember my first classes and my first teachers. I remember that my teachers changed frequently in the first year but all of them have much in common. All of them used grammar translation method. They used to write bilingual lists of words on board, then we, as students, were asked to copy these lists and memorize them by heart. All teaching concentrated on reading and writing skills, but there were no activities concentrating on speaking or listening. In addition, grammar rules were taught in that stage of learning the language as mathematics equations, and we were asked to memorize the rules as we

foreign language teaching, with an emphasis on the morphology and syntax of the foreign language (ibid. 2001, pp. 4-5). The L1 plays a major role in this method as it is