Name: Cristy Ann V.

Jayoma Date: July 22, 2021

Course: Educ_207
Activity 2.1: Discuss the criticisms directed towards GTM: Definition
cite RRL to support your answer
"A method of foreign or
second language teaching
which makes use of
translation and grammar
In the grammar-translation method, study as the main teaching
the main goal for instruction is the and learning activities.”
Language Skill Principle
ability to attain a high proficiency
Developed Teachers must assert their
standard in translation and authority, as their role is to
The Main focus is
grammar accuracy. It does not transmit knowledge to
teaching the
require teachers to be native students to read, learners and the learner’s
speakers (classes are not taught write, and translate. native language is the
using the target language) and it GTM medium for instruction.
does not require a lot of
preparation. The ability to Role of Teacher
communicate using the target Advantage and
Teachers are
language is not the main goal for Disadvantage
considered as the
instruction. This methodology Grammar and
authority.
provides learners with the view that translation is highly
language is simply a collection of focused more than the Role of Learner
words which are isolated and target language.
Learners do not play any
independent.
active role; there is
meager learner to learner
interaction
https://en.wikipedia.org/wiki/Data_science
Name: Cristy Ann V. Jayoma
Course: Educ_207
Activity 2.1: Discuss the criticisms directed towards GTM:
cite RRL to support your answer
Richards and Rodgers (2001, p. 4)
describe the grammar-translation
method as “a tedious experience of
memorizing endless lists of
unusable grammar rules and
vocabulary and attempting to
produce perfect translations of
stilted or literary prose,” and they
continue, “it is a method for which
there is no theory. There is no
literature that offers a rationale or
justification for it or that attempts
to relate it to issues in linguistics,
psychology, or educational theory.”
Despite these shortcomings there
are still traces of the use of the
grammar-translation method by
language teachers today (Richards
& Rogers, 2001).
https://sites.google.com/site/theamazingworldofteachi
ng/methods-and-approaches-in-elt/grammar-
translation-method
Date: July 22, 2021
The grammar translation method high emphasizes the importance
of attaining expertise in translating and correct usage of grammar. It
does not need for the teachers to be a native speaker of the
language. Basically, the students are taught using the target
language and it’s not necessary need of much to prepare the
lessons. Thus, communication skill is not the aim of its learning
process. The method gives the students overview of the language
through collection of words which are detached and self-sufficient.
This methodology also does not require students to master the
macro skills of language which are listening, speaking, reading, and
writing.
Moreover, grammar- translation method was scrutinized by
language researchers in the mid-19th century. It is common in L1 and
L3 studies in language acquisition that human learned the language
simply by being exposed to the target language itself. This target
language is the people’s means on the day to day basis which is
familiar to them. It is through building networks with others where
words and their meaning are being formed. Teachers highlight the
significance of communication and development of oral and
comprehension skills. Because of the emphasis of the grammar-
translation method on the memorization of grammatical rules and
translation, and the lack of attention to the development of
comprehension and speaking proficiency, this methodology was
rejected. Teachers decided to direct their attention toward
methodology such as the direct method (Wong, 2005) that fostered
listening and communication skills.
GRAMMAR- TRANSLATION METHOD
ACTIVITY 2.2: SWOT ANALYSIS

S W O T
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
- grammar is taught - extremely teacher- - It gives the chance of - It will be more
systematically centered method of learning a new language interactive
- ability in the teaching. using textbooks. -Students might not be
production of sentences - little learner–learner - Students can learn accustomed to
through translation interaction. vocabulary not only in the translate word by
from one language to - Poor listening and target language but also in word.
the other speaking. their mother tongue.
- Students learn a lot of - Unnatural and
vocabulary. Inaccurate
- It activates students´ Pronunciation
memory.

PREPARED BY: CRISTY ANN V. JAYOMA