scholarly journals The Pedagogical Application of the Grammar Translation Method as an Effective Instructional Methodology in Teaching English as a Second Language

OALib ◽  
2020 ◽  
Vol 07 (11) ◽  
pp. 1-10
Author(s):  
K. G. Swarnananda Gamage
Keyword(s):  
Second Language ◽  
Translation Method ◽  
Teaching English ◽  
Instructional Methodology ◽  
Grammar Translation Method ◽  
Pedagogical Application

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 A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar

2011 ◽  
Vol 4 (2) ◽  
pp. 13 ◽  
Author(s):  
Shih-Chuan Chang
Keyword(s):  
Translation Method ◽  
Teaching English ◽  
Grammar Teaching ◽  
Grammatical Competence ◽  
Contrastive Study ◽  
English Grammar ◽  
Significant Difference ◽  
Post Test ◽  
Grammar Translation Method ◽  
Communicative Approach

The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The pre-test demonstrated that there wasn’t any distinction between the two classes in their grammatical competence. The post-test embodied that there was significant difference in their grammatical competence between the two classes. The scores of the students in the Experimental Class were higher than that in the Control Class. The result showed that grammar teaching in the framework of the Grammar Translation Method is better than the Communicative Approach. Nevertheless, the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning. So the best way to improve the situation is to combine both methods in teaching English Grammar.

scholarly journals The Use of Grammar Translation Method in Teaching English

2015 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Catharina Elmayantie
Keyword(s):  
Data Analysis ◽  
Data Reduction ◽  
Qualitative Method ◽  
Mother Tongue ◽  
Learning Activities ◽  
Translation Method ◽  
Data Display ◽  
Teaching English ◽  
Grammar Translation Method ◽  
Teaching Learning

<p>This study aims to describe the patterns of Grammar Translation Method (GTM) and to know the reasons why the teachers used the method. Descriptive qualitative method was applied. The subjects were two English teachers at the seventh grade of SMP Negeri 1 Palangka Raya. It was used observation and questionnaires to collect the data. The data reduction, data display, and conclusion drawing were applied for data analysis. The findings show nine major patterns of GTM applied: (1) The classes were taught mainly in mother tongue; (2) the vocabulary was taught in the form of lists of isolated words; (3) the grammar provided the rules for putting words together; (4) it focused on the form and inflection of words; (5) the reading difficult classical texts were begun early; (6) it was little attention to the content of the texts; (7) the drills were exercises in translating; (8) it was little attention to pronunciation; and (9) it focused on accuracy. Meanwhile, the reasons of the teachers used the method are: (1) It is suitable for the students; (2) it helps the students comprehend the text; (3) it  improves the vacabulary; and (4) by using this method teaching-learning activities work well.<strong></strong></p>

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.

scholarly journals A Conceptual Review of the Role of Teaching and Learning of Second Language Through Literature and Communicative Approach

2019 ◽  
Vol 2 (2) ◽  
pp. 6-10
Author(s):  
Tariq Ahmad ◽  
Zaidah Zainal ◽  
Azizah Rajab
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Previous Literature ◽  
Translation Method ◽  
Grammar Translation Method ◽  
Communicative Approach

The paper reviews the role of teaching second language (SL) by using Communicative Approach. The main purpose of this paper is to analyze the importance of using literature and Communicative Approach for teaching and learning SL. The review of previous literature indicates that teachers normally prefer to teach L2 through Grammar Translation Method (GTM), which requires little efforts and few resources to teach [1]. Many studies have found that GTM is not an effective method of teaching SL. In order to critically understand at a deeper level the role of literature and Communicative Approach in teaching SL, this paper explores thoroughly the existing literature and analyzes various works done on the importance of using Literature and Communicative Approach to teach SL. The current study found that teaching of SL through literature and Communicative Approach is more effective than through GTM. It is, therefore, recommended on the basis of this paper that teachers of L2 should adopt Communicative Approach and literature for teaching second language.

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