scholarly journals An Overview of Grammar Translation Method’s Effect on EFL Teaching And Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 26-35
Author(s):  
Aisha Ahmed Ali Hadi Al-maamari
Keyword(s):  
Nineteenth Century ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Translation Method ◽  
Learning Activity ◽  
Grammatical Competence ◽  
Efl Teaching ◽  
Grammar Translation Method ◽  
Learning English

In language teaching and learning, several methods are used for the effectiveness of teaching and learning activity. The researcher implemented the methods to assist the teacher in teaching the language, time after time. The methods have undergone many changes and development based on the attitude and school of thought for teaching and learning a language, so each method has a different character, technique, and implementation. This reflection will expand on the grammatical translation method (GTM) used in the nineteenth century to teach English as a foreign language. This method is based on the goal of grammatical competence. To achieve the goal, this method has several characteristic and technique which will be used in its implementation. The writer attempts to do a review by investigating 5 published articles gathered from internet websites to show the use of the grammar-translation method, its effectiveness, and why it is criticized for teaching and learning English as a foreign language. The writer’s reflection is included too.

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

Do student-student interactions improve their language learning? A comparison between GTM and CLT approaches

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Reza Raissi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Translation Method ◽  
Control Group ◽  
Student Interactions ◽  
Grammar Translation Method

Nowadays most of the scholars in the field of foreign/ second language teaching emphasized on learner centered approaches of language teaching and replacing them by old ones. In this research, researcher examined two different teaching approaches which are very common in Iran where English considered as a foreign language, namely Communicative Language Teaching (CLT) and Grammar Translation Method (GTM). Two groups of thirty participants have been participated in this study namely control and treatment groups. Students of the treatment group have received the CLT instruction in which they had high amount of interaction in the considered classes during 14 weeks of the classes while students in the control group didn’t receive any interaction in the target language by implementing GTM approach. Pretest and delayed posttest have been used in this study for measuring student’s proficiency during the course instruction. Results of the experiment have been analyzed descriptively which shows that by implementing CLT among nonnative students, their general knowledge of English can be improved significantly. At the end of the research some useful pedagogical implications have been proposed by the researcher.   Keywords - Language teaching and learning, interaction hypothesis, Communicative Language Teaching, Grammar Translation Method, English as a Foreign Language.

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.

scholarly journals On the Alternate Use and Complementation of Grammar: Translation Method and Communicative Language Teaching Method

2020 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Translation Method ◽  
Advantages And Disadvantages ◽  
Grammar Translation Method ◽  
Communicative Teaching ◽  
Organic Combination

Grammar-translation method and communicative language teaching method are the two most important methods of foreign language teaching at home and abroad, each of which holds its own advantages and disadvantages, and complements each other. The organic combination and alternate use of the grammar-translation method and communicative teaching method will help to improve the efficiency of foreign language teaching.

scholarly journals The Use of Video for Distance Learning During Covid-19 Pandemic: Students’ Voice

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (02) ◽  
pp. 153-161
Author(s):  
Alvi Raihan Utami ◽  
Lulud Oktaviani ◽  
Ive Emaliana
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Learning Activity ◽  
English Learning ◽  
Positive Experience ◽  
Face To Face ◽  
Research Findings ◽  
Learning English

During covid-19 pandemic, teachers need to change the activity from a face-to-face into distance learning activity. There may many methods and media used by the teacher, one of them is video. One of the aims is to assist teachers in explaining the material and attracting students' interest. Hence, this study aims to find out the benefits of the use video in teaching and learning activity in pandemic situation. In this study, the researchers investigated what the benefit of the use of video for English learning as perceived by students in Covid-19 pandemic situation. the researchers used qualitative method in this research. The instruments used in this study are questionnaire and interview. The researchers took the data from two classes, which were XI KI I and XI KI III of SMK SMTI Bandarlampung.The research findings shows that students had positive experience when using  video as medium in teaching and learning English as a foreign language. Moreover, most of the students agreed that video gives the advantages to the students, such as the increasing of motivation in learning, acquiring new vocabularies, and improving the pronunciation of Englsih words. During covid-19 pandemic, teachers need to change the activity from a face-to-face into distance learning activity. There may many methods and media used by the teacher, one of them is video. One of the aims is to assist teachers in explaining the material and attracting students' interest. Hence, this study aims to find out the benefits of the use video in teaching and learning activity in pandemic situation. In this study, the researchers investigated what the benefit of the use of video for English learning as perceived by students in Covid-19 pandemic situation. the researchers used qualitative method in this research. The instruments used in this study are questionnaire and interview. The researchers took the data from two classes, which were XI KI I and XI KI III of SMK SMTI Bandarlampung.The research findings shows that students had positive experience when using  video as medium in teaching and learning English as a foreign language. Moreover, most of the students agreed that video gives the advantages to the students, such as the increasing of motivation in learning, acquiring new vocabularies, and improving the pronunciation of English words.

scholarly journals Mlearning in a mobile world: an analysis of the scientific production of mlearning in the context of language education

2021 ◽  
Vol 43 ◽  
pp. e50112
Author(s):  
Carmem Silvia Lima Fluminhan ◽  
Antonio Fluminhan Júnior ◽  
Elisa Tomoe Moriya Schlünzen ◽  
Klaus Schlünzen Junior
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Success Factors ◽  
Language Teaching ◽  
Language Education ◽  
Educational Practice ◽  
Target Language ◽  
Learning English ◽  
Language Teaching And Learning

Mobile learning (mlearning) has been emerging as an innovation with incredible potential to transform the educational practice. However, limited research has focused on how mlearning has been investigated  in the context of language teaching and learning around the world. This paper presents a survey on the educational scenario that pervades the teaching and learning English as a second or foreign language mediated by technology. This study conducted an analysis of publications (N=18) involving mlearning in the context of teaching or learning English as a foreign or second language and published from 2010 to March 2019. The aims were to verify in what perspective mlearning has been investigated in the context of teaching and/or learning a foreign or second language, what critical success factors (CSFs) have influenced the implementation of mlearning and identify possible gaps of study that need to be fulfilled in future researches. The results indicate that: i) mlearning has been most investigated in the tertiary educational level, ii) the learners` perspective has been the focus of most publications, iii) English is the target language in all studies, and iv) the dominant topic concerning this theme is mlearning technologies, apps and uses. In addition, the findings also report that 19 CSFs were pointed out in 14 publications and assimilation of curriculum (50%) was the most cited CSF. Moreover, the results indicate that there has been a recent increase of interest in mlearning related to foreign language teaching and learning. Further topics of investigation concerning mlearning in language education are suggested.

Developing Grammatical Competence In EFL Teaching

2020 ◽  
Vol 2 (09) ◽  
pp. 410-413
Author(s):  
Feruza Erkulova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Production ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Efl Teaching

In foreign language learning and teaching, grammatical competence plays a big role within foreign language learners’ language production, especially in spoken form. This article aims to present ideas of developing grammatical competence in EFL teaching and learning. 

scholarly journals METODE TERJAMAHAN TATA BAHASA DALAM PEMBELAJARAN MEMBACA KARANGAN EKSPOSISI

LOKABASA ◽  
2015 ◽  
Vol 6 (2) ◽  
Author(s):  
NUR FITRI MARDHOTILLAH
Keyword(s):  
Foreign Language ◽  
Experimental Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Translation Method ◽  
Control Group ◽  
9Th Grade ◽  
Vocabulary Skills ◽  
Grammar Translation Method ◽  
Language Students

Penelitian ini didasari pembelajaran bahasa Sunda di SMPN 1 Susukan kabupaten Cirebon seperti pembelajaran bahasa asing karena bahasa sehari-hari yang digunakan adalah bahasa Cirebon. Siswa kurang mengenal kosakata dan memahami tata bahasa dari bahasa Sunda, dengan metode terjemahan tata bahasa diharapkan bisa membantu siswa dalam memperkaya kosakata dan memahami tata bahasa Sunda. Penelitian ini dilakukan untuk mengetahui seberapa besar pengaruh metode terjemahan tata bahasa terhadap kemampuan kosakata dalam membaca karangan eksposisi. Metode penelitian yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain pretest and posttest control group desaign. Populasi penelitian ini yaitu siswa kelas IX dengan sampel siswa kelas eksperimen yaitu siswa kelas IX B dan sampel kelas kontrol siswa kelas IX G SMPN 1 Susukan Kabupaten Cirebon Taun Ajaran 2014/2015. Hasil penelitian menunjukkan bahwa metode terjemahan tata bahasa efektif dalam meningkatkan kemampuan kosakata dalam membaca karangan eksposisi siswa kelas IX SMPN 1 Susukan Kabupaten Cirebon taun ajaran 2014/2015.  Abstract  The Backgound of this study is the condition of Sundanese language teaching in SMPN 1 Susukan, Cirebon Regency, that is similar to foreign language teaching. It is because the daily language used is the Cirebon language. Students are less familiar with the vocabulary and the grammar of Sundanese. The grammar translation method is expected to help students in enriching vocabulary and grammar to understand the Sundanese. This study was conducted to determine the influence of the grammar translation method to the vocabulary skills in reading the exposition essays. The method used in this study is the experimental method with the design of pretest and posttest control group. The population is 9th grade students with the sample consisting of the students of class IX B. The sample control consisted of students of class IX G. The results show that the grammar translation method is effective in improving student vocabulary skills in reading exposition texts.

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.

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