SUMMARY of CHAPTER 2

CHAPTER 2

THE GRAMMAR TRANSLATION METHOD

INTRODUCTION

At one time grammar translation method is called Classical Method since it was first used in the teaching of the classical language,Latin and Greek(Chastain 1988).Earlier in this century,this method was used for the purpose of helping students read and appreciate foreign language litelature.

Finally,it was thought that foreign language learning would help students grow intellectually;it was recognized that students would probably never use the target language,but the mental exercise of learning it would be beneficial anyway.

Let us try to understand the grammar-Translation method by observasing a class where the teacher is using it.

EXPERIENCE

As we enter the classroom,the class is in the middle of reading a passage in their textbook.Each student is called on to read a few lines from the passage.After they have finished reading,they are asked to translate into Spanish the few lines they have just read.The teacher helps them with the new vocabulary items.When the students have finished reading and translating the passage,the teacher ask them in Spanish if they have any questions.

Example : student:”what is paddle wheel?”

Teacher:”es una rueda de paletas”.

Another student:”no understand ’gorgeous’ ”.

Teacher translate:”primoroso”.

Since the students have no more questions,the teacher asks them to write the answer to the comprehension questions which appear at the end of excerpt.The questions are in English,and the students are instructed to write the answer to them in English as well.

After one-half hour,the teacher speaking in Spanish,asks the students to stop and chec their work.One by one each student reads a question and then reads his/her response.If it is correct,the teacher callson another student to read the next question.If the answer is incorrect,the teacher selects a different student to supply the correct answer,or the teacher herself gives the right answer.

Below is an expanded description of some these techniques.

™ Translation of a literary passage

Student translate a reading passage from the target language into their native language.Vocabulary an grammatical structures in the passage are studied in subsequent lessons.The translation may be written/spoken or both.Students should not translate idioms and the like literally,but rather in a way that shows that they understand their meaning.

™ Reading comprehension questions

Students answer the question ih the target language based on their understanding of the reading passage.

™ Antonyms/synonyms

Students are given one set of words and are asked to find antonyms in the reading passage.A similar exercise could be done by asking students to find synonyms for a particular set of words.Other exercise that ask students to work with the vocabulary of the passage are also possible.

™ Cognates

Students are taught to recognize cognates by learning the spelling/sound patterns that correspond between the languages.this technique,of course,would only be useful in languages that share cognates.

™ Deductive application of rule

Grammar rules re presented with examples.Once students understand a rule,they are asked to apply it to some different examples.

™ Fill-in-the-blanks

Students are given a series of sentences with words missing.They fill in blanks with new vocabulary items/with items of a particular grammar type,such as prepositions or verbs with different sentences.

™ Memorization

Students are required to memorize grammatical rules and grammatical paradigms such as verb conjugations.

™ Use word in sentences

In order to show that students understand the meaning and use of a new vocabulary item,they make up sentences in which they use the new words.

™ Composition

The teacher give sthe students a topic to write about in the target language.Sometimes,instead of creating a composition,students are asked to prepare a précis of the reading passage.