What Are The Advantages And Disadvantages Of Grammar Translation Method

The use of translation in the classroom as a teaching method is a valid method to teach english as a foreign language. Over the years, translation as a teaching method has being avoided as a technique to use at the classroom. With the development of different approaches and methods such as communicative approach or the audiolingual method, which looks for the students to learn with the least possible use of speakers’ native language. According to Richards (2006) to learn how to communicate language people need competence which includes different real-life situations; grammar does not fulfil these roles and as far of the learning, in other words, learning by only speaking and practicing the target language other abilities would eventually be

Students have enough opportunities to practice the target language, in pairs, individually and as a whole class. They practice the language in speaking and written form.

The answer is that they are not getting the instruction in the language they are fluent in. The teachers feel that “the best way to develop English is to immerse learners in an environment in which they hear, speak, read and write English all day” (Freeman and Freeman 149). This is not true id the student don’t know what they teacher is talking about there is no way they can develop their English skills. But, if a teacher will teach them in their first language and then in English; students can connect some words to their own language. It is a controversial topic that the use of students’ first language is beneficial in students’ second language

These students may find it very difficult to participate in English tasks and will quickly tire when constantly having to converse in English.

The viewpoint of teacher C supports the ideas suggested by Atkinson (1987). He suggests that a satisfactory compromise when giving instructions is to give the instructions in the target language and ask for students’ repetition in their native language. This may ensure that everyone understands what he or she is required to do in the

Is it grammar translation method is useful to implement in the classroom? Have you ever heard about it? This method is not new in English language teaching, because it has been used by language teacher for many years. At the time, it was called “classical method” since it was first used in the teaching of the classical languages, Latin and Greek. There are many method that usually used by teacher to teach foreign languages. One of them is Grammar Translation Method. The characteristics of this method are used to teach grammar in the class, focused on translation and memorizing that given in native language. It was used for the purpose of helping students read and appreciate foreign language literature and also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language. Larsen-Freeman, 2000:11). From the statement, we can see that method is the way

In this country good command on English is most important to communicate but most of the students from Saudi Arabia are not good in English. As a result it becomes difficult for them to communicate with non-Arabic speakers’ comfortably. This implies that learning also becomes difficult for these students as lessons in the institution are also offered in English. In that capacity, our organization embarks on giving English lessons to the members that helps them in getting better in English language. The classes for the same are held at the Islamic centre after the ordinary school classes every evening. Amid the initial couple of days or weeks after the landing of new students in the institution, providing this administration is ordinarily exceptionally troublesome as we are compelled to go about as translators to the students, particularly those with no information of English whatsoever. I learnt from my own experience at the organization as a Saudi student that the new students face issues in both communication as well as written English. They are neither capable of pronouncing English words nor writing these words in a correct way. It results in making communication extremely troublesome. Accordingly, I customize my lessons to focus on pronunciation and sentence development and on composition as well. Students are given a lot of reading material for pronunciation and

Sometimes more than one method is used to bring out the anticipated outcomes in the language classroom where communication develops the key factor of teaching-learning process. Unless students learn to utilise the classroom method to express thoughts and feelings outside into the real world situations, the learning cannot be effective no matter whatever teaching method is applied in English as a Second Language classroom. Teacher- student role becomes the centre in bringing out the maximum within the limited time in a

First, there are many abstract words which cannot be interpreted directly in English. Therefore, much time and energy are wasted in making attempts to do so. The second disadvantages is, this method is based on the principles that auditory appeal is stronger that visual. However, there are children who learn more with visual than with their oral-aural sense like ears and tongue. Thirdly, this method ignores systematic written work and reading activities and sufficient attention is not paid to reading and writing. Forth, there is a lack of teachers trained and interested in teaching second language using this method. Fifth, in larger classes this method is not properly applied and teaching in this method does not suit or satisfy the needs of individual students in large classes. Eighth, The Direct Method is

A widely used method for language learning in Bangladeshi schools isGrammar TranslationMethod (GTM) and Communicative Language Teaching (CLT). Grammar Translation Method is a very traditional methodand I think in more or less in all medium schools it is mainly used. When we visit two schools, teachers were also use Grammar Translation Method and Communicative Language Teaching (CLT)for teaching the students. From my point of view, in our Bangladeshi culture especially beginner level of students need appropriate use of both native language (L1) and target language (L2) and for that reason Grammar Translation Method and Communicative Language Teaching (CLT), both are suitable. Also in Asian part of the world the parents are very conscious about

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

As one of the most important part in English language, grammar gets attention from many teachers around the world. Many researchers have even debated about almost every single thing of it. Meanwhile, for the learners, learning grammar often means they have to learn the rules and patterns of grammar and also have an intellectual knowledge of grammar. Many teachers believe that learning grammar intensively can help the learners build their knowledge, so that they will be able to use the language eventually. Unfortunately, in terms of learners’ success with languages, grammar has been seen to be a quite huge problem. The English grammar acquisition does not come naturally. The learners have to go to school to learn it, dig it deeper, and know every part of it in order to be able to use it well. Many learners have difficulty doing so, few retain the knowledge for long, and hardly anyone finds it very exciting. (Tabbert, 1984: p. 39). Thus, it can be said that by identifying such

Normally translation has been used to transmit SL texts to equivalent TL texts. Generally, the purpose of translation is to replicate various kinds of texts _ containing religious, literary, scientific, and philosophical texts _ in another language and consequently making them available to wider readers.

She investigates the lack of systematic method of teaching translation at that time, “there is still no systematic method of teaching translation” (Reiss 1976:329). Scholars sheered translation as matter of intuition of bilingual speaker as in the statement of Lyons: "At the present time ...the translation process is predominantly a matter of the intuition of bi-lingual speakers” (Lyons, 1972:444 as cited in Reiss, 1976:330).

It has been proven through research that young learners benefit from participating in both informal and formal talk throughout the school day. The aim of teaching a second language is to assist the young learner to speak fluently and communicate effectively in a second language.