The grammar translation method of foreing language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries.
It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek.
It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek.
The major characteristic of the grammar translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other.
Vocabulary in the target language is learned through direct translation from the native language, e.g. with vocabulary tests such as:
The house = das Haus
The mouse = die Maus
Very little teaching is done in the target language. Instead, readings in t
he target language are translated directly and then discussed in the native language, often precipitating in depth comparisons of the two languages themselves. Grammar is taught with extensive explanations in the native language, and only later applied in the production of sentences through translation from one language to the other, e.g.
Do you have my book? = du yu haf my buk
As describes is, testing of the students is done almost exclusively through translation: students had learned the language well if they could translate the passages well.
As describes is, testing of the students is done almost exclusively through translation: students had learned the language well if they could translate the passages well.
Obviously, there are many drawbacks to the grammar-translation approach. Virtually no class time is allocated to allow students to produce their own sentences, and even less time is spent on oral practice (whether productive or reproductive). Students may have difficulties "relating" to the language, because the classroom experience keeps them from personalizing it or developing their own style.
In addition, there is often little contextualization of the grammar -- although this of course depends upon the passages chosen and the teacher's own skills. Culture, when discussed, is communicated through means of reading passages, but there is little direct confrontation with foreign elements. Perhaps most seriously, the type of error correction that this method requires can actually be harmful to the students' learning processes: "students are clearly in a defensive learning environment where right answers are expected.
Despite all of these drawbacks, there are certain positive traits to be found in such a rigid environment. Although far from trying to defend or reinstate this method, I must still say: my high school German class was almost entirely grammar-translation based, with the exception of a few dialogues from the textbook, and I don't really feel it "harmed" or even hampered my acquisition of the language -- and it certainly gave me a strong grounding in German grammar! For left-brained students who respond well to rules, structure and correction, the grammar-translation method can provide a challenging and even intriguing classroom environment. For those students who don't respond well to such structures, however, it is obvious that the grammar-translation method must be tempered with other approaches to create a more flexible and conducive methodology.
Created by: Norma Laura Sánchez García.
No hay comentarios:
Publicar un comentario