Grammar–translation method? Why a history of the methods?Considerations from a Spanish perspective

2021 ◽  
Vol 64 (3) ◽  
pp. 204-220
Author(s):  
María José Corvo Sánchez
Keyword(s):  
Translation Method ◽  
History Of ◽  
Grammar Translation Method

The Direct Method

2017 ◽  
Author(s):  
Purwarno
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

scholarly journals Establishing a Comprehensive English Teaching Pattern Combining the Communicative Teaching Method and the Grammar-Translation Method

2011 ◽  
Vol 4 (1) ◽  
pp. 76 ◽  
Author(s):  
Na Kong
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
New Method ◽  
Translation Method ◽  
English Teaching ◽  
Advantages And Disadvantages ◽  
Grammar Translation Method ◽  
Teaching Pattern ◽  
Definition Of ◽  
Communicative Teaching

Based on the current contradiction between the grammar-translation method and the communicative teaching method in English teaching, this paper, starting with clarifying the task of comprehensive English as well as the definition of the two teaching methods, objectively analyzes their advantages and disadvantages and proposes establishing a new method by fusing them with an elaboration on the reasonability of combining them in the practical teaching of comprehensive English with their complementary advantages.

scholarly journals English teachers’ methods in teaching reading comprehension of procedure text

2020 ◽  
Vol 9 (1) ◽  
pp. 75-84
Author(s):  
Akidatul Yusmalinda ◽  
Puji Astuti
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Teachers ◽  
Project Based Learning ◽  
Translation Method ◽  
Teaching Reading ◽  
Hard Time ◽  
Procedure Text ◽  
Grammar Translation Method ◽  
The Difference

This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang  in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and document analysis checklist. The findings showed that English teachers planned the teaching materials and strategies in advance. They also used various methods in teaching reading of procedure text. Both teachers almost used the same methods which were audio-visual method, scaffolding, grammar-translation method, and project-based learning. The difference was in the step of the strategy implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was grammar-translation method since it helped students comprehend the procedure text. There were several students who still had a hard time following the lessons. Teachers are supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning is contextual.

scholarly journals PROFIL JAPANESE CLUB SEBAGAI KEGIATAN EKSTRAKULIKULER SMK NUSA DUA TOYA ANYAR KUBU

2020 ◽  
Vol 6 (1) ◽  
pp. 26
Author(s):  
I Komang Sertiana Putra ◽  
Ni Nengah Suartini ◽  
I Wayan Sadyana
Keyword(s):  
Role Play ◽  
Translation Method ◽  
Information Gap ◽  
Grammar Translation Method

Penelitian ini bertujuan untuk mendseskripsikan (1) pembelajaran ekstrakurikuler Japanese Club, (2) kendala-kendala yang dihadapi dalam kegiatan ekstrakurikuler Japanese Club dan (3) upaya yang dilakukan dalam mengatasi kendala-kendala dalam pembelajaran ekstrakurikuler Japanese Club di SMK Nusa Dua Toya Anyar Kubu. Subjek penelitian ini yaitu guru pembina ekstrakurikuler Japanese Club di SMK Nusa Dua Toya Anyar Kubu. Metode pengumpulan data yang digunakan yaitu observasi, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan (1) pembelajaran ekstrakurikuler Japanese Club di SMK Nusa Dua Toya Anyar memuat pemilihan konten materi yang masih berhubungan dengan materi yang pernah diajarkan sebelumnya pada mata pelajaran bahasa Jepang, dan bahan ajar dirancang secara mandiri oleh guru atau diperoleh dari berbagai sumber, penggunaan metode pembelajaran seperti Grammar Translation Method, penggunaan strategi pembelajaran seperti ceramah, pemberian tugas, information gap, drill, dan role play, serta penggunaan media pembelajaran. (2) Kendala-kendala yang dihadapi guru dalam kegiatan ekstrakurikuler bahasa Jepang antara lain sarana dan prasarana, alokasi waktu, penguasaan materi oleh siswa, kemampuan guru dalam pengelolaan kelas dan motivasi siswa, serta (3) Upaya yang dilakukan untuk mengatasi kendala pembelajaran dengan cara pembangunan ruangan praktik oleh sekolah, melakukan penugasan, mengatur siswa antar jurusan untuk duduk berpasangan, memberikan teguran bagi siswa yang tidak disiplin, dan memotivasi siswa tentang pentingnya belajar bahasa asing.Kata Kunci : pembelajaran, profil, ekstrakurikuler 本研究は、（１）私立トヤ・アニャル・クブ職業高校において実施される「日本語クラブ」課外授業の実態報告、（２）同授業における当校教師の様々な問題点、（３）その問題点に対する解決法を明らかにしたものである。対象は、同校「日本語クラブ」課外授業を担当する教師である。データは、観察、インタビュー、撮影により収集した。結果、（１）私立トヤ・アニャル・クブ職業高校「日本語クラブ」課外授業において、学習内容は使用する日本語の教科書以外から選択し、その際身体反応教授法及び文法翻訳教授法が使用される。また、学習法として解説、課題、インフォメーションギャップ、ドリル、ロールプレイが使用され、会話練習が実施される。教材は、数字カード、スピーカー、液晶プロジェクターが使用される。（２）課外授業における問題点として、施設とインフラ、学習時間、学生の指導内容の理解能力、教室の管理、学生の動機が挙げられる。（３）問題点の解決方法として、練習室の建設、課題提出、学生が専攻の間にペアで座席、聴解困難な場合の読み取り、外国語を学ぶことの重要性を刺激する。keyword : 課外授業、学習

The poet’s wife

Babel ◽  
2021 ◽  
Vol 67 (2) ◽  
Author(s):  
Pilar Ordóñez-López
Keyword(s):  
Nobel Laureate ◽  
Literary Texts ◽  
Translation Method ◽  
Value Judgments ◽  
Contemporary Research ◽  
Private Correspondence ◽  
History Of ◽  
Role Of Women ◽  
History Of Translation

Abstract In recent years, attempts have been made to unveil the role of women in the history of translation and have brought to light women’s contributions to translation, which had generally been overlooked in mainstream discourse on the history of translation. This study focuses on Zenobia Camprubí’s (1887–1956) contribution to translation. Camprubí, the wife of the Spanish poet and Nobel laureate Juan Ramón Jiménez (1881–1958), translated literary and non-literary texts extensively from English into Spanish. In order to critically evaluate her impact as a translator, a thorough analysis is carried out, based on a mixed range of sources, such as newspapers, private correspondence, previous studies on Camprubí’s work as a translator, and contemporary research on translation history. The results provide new insights regarding into the reception of Camprubí’s translations at the time of publication (characterized by frequent comments with value judgments typically for women as well as unfounded questioning of her role as a translator), her unusual and distinctive (co-)translation method, and her presence in contemporary translation literature. Ultimately, this study reveals how, despite her undoubted commitment to translation, Camprubí never really stepped out of her husband’s shadow, which is, regrettably, the case of many other women translators.

scholarly journals Translation in ESL Classes

2015 ◽  
Vol 7 (3) ◽  
pp. 87-107
Author(s):  
Imola Katalin Nagy
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Translation Method ◽  
Language Pedagogy ◽  
Language Classes ◽  
Grammar Translation Method ◽  
The Times

Abstract The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.

From Structures to Communicative

1987 ◽  
Vol 8 ◽  
pp. 14-29 ◽  
Author(s):  
A. P. R. Howatt
Keyword(s):  
Subject Matter ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Primary Objective ◽  
Structural Approach ◽  
Target Language ◽  
Translation Method ◽  
Linguistic Rules ◽  
Grammar Translation Method

Language teaching has traditionally adopted one of two complementary orientations towards its subject matter. It has either taken the view that language is a system and the primary objective of teaching must therefore be to insure that the system is mastered or it has taken the view that language is essentially a set of artifacts (texts and the like). System oriented language teaching (e. g., the grammar-translation method or the structural approach) has typically emphasized the generality of linguistic rules and attempted to describe and teach “the language as a whole,” whereas text-oriented approaches (such as, for instance, situational and communicative language teaching) have attempted to teach an appropriate sub-set of relevant texts which are taken to define “what the learner really needs.” The characteristic fault of system-based approaches. which explains how otherwise sane men were able to produce absurdities like “ The pen of my aunt is in the sporran of the Scotsman” [A good example of the genitive, my boy!] or pattern practices like “Are you English?” (cue: my brother) trained to fall victim to these little nonsenses, but what are the equivalent crimes of text-based language teaching? They are less easy to spot, but they generally take the form of “wasting police time.” If, as text-based teaching impliesm every text is potential grist to the learning mill, there is no reliable way of distinguishing between texts which are important because they stretch the learner's command of the target language and those which merely have been obvious.

scholarly journals THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE

2018 ◽  
Vol 3 (2) ◽  
pp. 119-132
Author(s):  
Kitri Katon Peni
Keyword(s):  
Reading Comprehension ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Intelligence Quotient ◽  
Translation Method ◽  
Teaching Reading ◽  
Test Technique ◽  
High Intelligence ◽  
Grammar Translation Method ◽  
Contextual Teaching

  The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the  intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the  experimental design assigning 72 students as sample.  Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading. 

scholarly journals تعليم اللغة العربية في المعهد الإسلامي بفونوروغو

Studi Arab ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 151-172
Author(s):  
Moh Munir
Keyword(s):  
Direct Method ◽  
Boarding School ◽  
Instructional Method ◽  
Translation Method ◽  
Inductive Method ◽  
Educational Institutions ◽  
School Students ◽  
Deductive Method ◽  
Speaking Skill ◽  
Grammar Translation Method

Learning Arabic in Indonesia has experienced the ups and downs along with the dynamics of education in Islamic educational institutions. It gives good attention in Arabic teaching is Islamic boarding school. The Islamic boarding school students have not been able to master language skills well, like Arrisalah concerns with speaking skill and Al amin Hudatul Muna 1 concerns with reading skill. This research focused on three aspects: the materials, the instrutions process and the kinds of languages activities in Arabic teaching in modern and salaf Islamic boarding school for class two. It is kind of qualitative study design to describe the results and collecting the data.The results of this study are: (1) the Arabic teaching materials in modern Islamic boarding school consist of 7 subjects, and salaf consist of 5 subjects. (2) the instructional method in modern Islamic boarding school are used grammar translation method, direct method, audio lingual method, reading method and inductive method. The instructional method in salaf islamic boarding school are used grammar translation method and deductive method. (3) the kinds of language activities in modern Islamic boarding school devided into two kinds namely language activities inside the class and language activities outside the class.

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