scholarly journals contrastive study of grammar translation method and direct method in teaching of English language to primary school pupils

2021 ◽  
Vol 5 (S2) ◽  
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Direct Method ◽  
National Language ◽  
Target Language ◽  
Translation Method ◽  
Contrastive Study ◽  
Grammar Translation Method ◽  
Main Activity ◽  
Primary School Pupils

There have always been different methods of teaching and learning of English language and throughout the years these methods have changed and improved. The Grammar Translation Method is one of the first and the main methods in teaching and learning of English language. This method enables the learning through the translation of various texts and the study of grammatical rules, which is its main activity. Moreover, in a class where Grammar Translation Method is used the target language is used less while the students are mainly taught in their national language, i.e. L1. Therefore, since this method was less effective in preparing the learners to use the target language communicatively, a new method was introduced. Thus, the Direct Method became used and popular among learners and teachers.

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.

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 The Method of English Language Learning at Cambridge English Course Balikpapan

2018 ◽  
Vol 1 (1) ◽  
pp. 27-36
Author(s):  
Waladdin Panggabean
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Direct Method ◽  
Target Language ◽  
Instructional Objectives ◽  
New Perspective ◽  
Method Model

English teachers should be smart in choosing a right method to be used in their teaching and learning. In the case of choosing any technique, method, model, and strategy is such a main priority before coming to class. The fallacy of choosing method in teaching can be a contradiction to the instructional objectives. The theoretical analysis tries to re-unlock any new perspective by using direct method in conducting English teaching and learning process. The way of interpretation and manipulation of method appropriately not only can enhance the quality of teaching and learning process but also leaning outcome or students’ achievement. Using direct method in teaching English is not only in spoken aspect but also in written one especially in teaching language skills, such as speaking, and grammar aspect. Applying direct method in teaching and learning English should pay attention to the students and the characteristics of the materials that will be taught. To teach and learn English as a foreign language and target language is good for the teachers or learners use the direct method.

REVIEW OF THE ROLE OF TEACHING AND LEARNING OF SECOND LANGUAGE THROUGH LITERATURE AND COMMUNICATIVE APPROACH

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Translation Method ◽  
Relevant Research ◽  
Grammar Translation Method ◽  
Communicative Approach

This paper examines the potential role of literature and Communicative Approach in teaching second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials([1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

REVIEW OF THE ROLE OF TEACHING AND LEARNING OF SECOND LANGUAGE THROUGH LITERATURE AND COMMUNICATIVE APPROACH

2019 ◽  
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Translation Method ◽  
Relevant Research ◽  
Grammar Translation Method ◽  
Communicative Approach

This paper examines the potential role of literature and Communicative Approach in teaching second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials([1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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 Move Structure of Research Article Abstracts on Management: Contrastive Study (the Case of English and Russian)

2017 ◽  
Vol 3 (2) ◽  
pp. 63-72 ◽  
Author(s):  
Elena Zanina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Russian Language ◽  
Research Articles ◽  
Linguistic Differences ◽  
Contrastive Study ◽  
Research Article ◽  
Linguistic Research ◽  
Academic Communication

Although a plethora of papers have proved a seminal role of move-based genre analysis in cross-linguistic research of academic communication and EAP/ESP teaching and learning, there is a lack of respective linguistic or pedagogically motivated studies of research articles (RAs) and their parts aimed at comparing English and Russian. Using Hyland’s (2000) 5-move model, the current research seeks to determine the most obvious cross-linguistic differences in the move structure of abstracts of research articles on management for these languages. Based on a move analysis of the English- and Russian-language corpora each comprising 20 unstructured RA abstracts, the research revealed conformity of most English-language abstracts to Hyland’s model, while the Russian abstracts principally displayed a three-move structure containing ‘purpose’, ‘method’ and ‘product’, and included the ‘introduction’ and ‘conclusion’ moves only occasionally. Other significant discrepancies comprised the English-language authors’ tendency to provide precise or detailed indication of research methods and results, in contrast to their brief indication or over-generalized mentioning by Russian writers, as well as greater length of the English-language abstracts and their stricter concordance to standard move sequence than those of the Russian abstracts. Though the research was conducted on relatively small corpora and was descriptive in nature, its findings might be of interest to genre analysts as well as to L2 theorists and practitioners.

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. 

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