language teaching which makes use of translation and grammar study as the main teaching and learning activities."
---Richards, J. C., & Schmidt, R. (2002). Longman Dictionary
of Language Teaching and Applied Linguistics. Pearson Education Limited. pp.231. History Dates back to Erasmus 1466-1536 Originally used to teach Latin and Greek in the late 19 th and early 20 th centuries Earlier in 20th century, this method was used for the purpose of helping students read and appreciate foreign language literature. Background
Traditional method of second language
teaching in schools Most common language teaching method Stressed the literacy development Teacher centered Introduction Original purposes Helping students read and
appreciate foreign language
literature Students can become more familiar
with the grammar of their native
language also write and speak their native language better Helpful for mental exercise Key Features
Prator and Celce-Murcia in Teaching English as a Second Foreign
Language (1979:3),
Classes are taught in the mother tongue, with little
active use of the target language. Much vocabulary is taught in the form of lists of isolated words. Long elaborate explanations of the intricacies of grammar are given. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. Reading of difficult classical texts is begun early. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. Principles and Techniques Translation of a literary passage Students will be asked to read a
literary passage and then translate the
target language into their native language Translation may be written or spoken
Translation made by the students can
show that they understand their
meaning Advantages Easiest for teachers to use Does not require teachers to speak good English or make good lesson preparations. Only uses the textbook Least stressful for students-teaching occurs in the first language Students learn the new language without contact with native speakers. Disadvantages Students lack comprehension-only translating word-for-word Does not allow students to create meaning in English Students do not learn to read. Extensive memorization Very little student/teacher and student/student interaction Principles and Techniques The ability of communicating in the target language is not a goal The students ask questions in their native language and are also answered by the teacher also in their native language The teacher asks students in their native language Principles and Techniques Deductive application of rules It is important for students to
learn about the forms(grammar
rules) of the target language Grammar rules are presented with
examples Students are asked to apply the
rules to examples they are given
Principles and Techniques Reading comprehension questions Students answer these questions in the target language Answers to the questions may be in the reading text, or based on the understanding of the students or students’ own experiences related to the text Principles and Techniques Teacher as the authority Teacher decides whether the students’ answers are correct It is important for students to get the correct answers If students answer incorrectly, the teacher will provide the correct answer Principles and Techniques Memorization
Students are asked to memorize new
words, grammatical rules, and verb conjugation Principles and Techniques Fill-in-the-blanks Teacher give students sentences with
word missing Students should fill in the blanks
with the new vocabulary or with a
particular grammar type Principles and Techniques Use words in sentences Students are asked to make up sentences
with the new words they learn in the
text This technique can show whether
students really understand the new
words Principles and Techniques Composition Students are asked to write a composition in the target language The topic is based on some aspect of the reading passage Conclusion
Teaching involves any instructional
technique that draws learners' attention to some specific grammatical form in such a way that it helps them either to understand it metalinguistically and/or process it in comprehension and/or production so that they can internalize it. Thank You!!!