methodology assignment part 1 (a)

8/19/2019 Methodology Assignment PART 1 (a)

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Introduction

The grammar translation method and the audiolingual method. The grammar translation method is

one of the most traditional method which was already existing to the late nineteenth and early twentieth

centuries. It is originally used to teach “dead” languages and literatures such as Latin and Greek.

The grammar translation method is still common in many countries and even popular. Brown in his

ook !Incremental "peech Language #$%%&' attempts to explain why the method is still employed y stating

“this method re(uires few speacili)ed skills on the part of teachers”* “grammar rules and translation tests

are easy to construct and can e o+ectively scored”and “many standardised tests of foreign languages still

do not attempt to test communicative ailities* so students have little motivation to go eyond grammar

analogies* translations and other written exercises.

,herelse the o+ective of audiolingual method is accurate pronounciation and grammar* the ailityto respond (uickly and accurately in speech situations and knowledge of sufficient vocaulary to use with

grammar patterns. -articular emphasis was laid on mastering the uilding locks of language and learning

the rules for comining them.

It was elieved that learning structure* or grammar was the starting point for the student. Today the

audiolingual method is still in use* though normally as a part of individual lessons rather than as the

foundation of the course. These types of lessons can e popular as they are relatively simple* from the

teachers point of view and the learner always knows what to expect.

"ome of the most famous supporters of this method was Giorgio "henker* who promoted guided

self learning with the "henker method in Italy and /oin 0allon* who created the 0allon method.

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The Grammar Translation 1ethod.

2ccording to the methodology module* the grammar translation of foreign language teaching is one

of the most traditional methods. It was originally used to teach “dead languages #and literatures' such as

Latin and Greek* involving little or no spoken communication or listening comprehension. 2 focus on

learning the rules of grammar and their application in translation passages from one language into the

other.

If focused from the characteristic sector* vocaulary in the target language is learned through direct

translation from the native language* it is taught in the form of isolated word lists. e.g. with vocaulary tests

such as* the house 3 la casa and the mouse 3 el rat4n. 5ery little teaching is done in the target language.

Instead* readings in the target language are translated directly and then discussed in the native language.

Little or no attention is given to pronunciation. 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.6or example* 7o you have my ook8 3 9Tienes mi liro8 I don:t know where your ook is 3 ;o s<

donde est= tu liro.

2ccording to #-rator and 0elce>1urcia' *the key features of the grammar translation method are*

classes are taught in the mother tongue* with little active use of the target language* much vocaulary is

taught in the form of lists of isolated words* long elaorate 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 egun 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 and little or no

attention is given to pronunciation.

7iane Larsen>6reeman* provides expanded descriptions of some common or typical techni(ues

closely associated with the grammar translation method. Those are* translation of a literary passage that is

translating target language to native language* reading comprehension (uestions that is f inding information

in a passage, making inferences and relating to personal experience.

2ntonyms and synonyms. The activity is f inding antonyms and synonyms for words or sets of

words. 0ognates is learning spelling?sound patterns that correspond etween L$ and the target language.

7eductive application of rule refers to the activity is understanding grammar rules and their exceptions,

then applying them to new examples.

6ill>in>the>lanks. The activity is* filling in gaps in sentences with new words or items of a particular

grammar type. 1emori)ation is the activity is memori)ing vocaulary lists* grammatical rules and

grammatical paradigms. @sage of words in sentences. The students create sentences to illustrate they

know the meaning and use of new words. 2nd composition* which the students will write aout a topic

using the target language.

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The grammar translation method as a traditional method highly emphasi)es the role of teacher. The

teacher is considered as the primary source of knowledge* composer of knowledge and meaning. The

teacher is responsile for determining the content of what to teach. The teacher remains as the authority in

the class where the teacher provides deductive rules of grammar and vocaulary lists for the students to

memori)e so that it will e helpful for them in reading* writing and translating literary texts from native to

target language and vice>versa. The teacher simply asks and instructs students to state the grammar rule.

The primary goal of teacher who uses this method is to make students ale to read literature in target

language. The teacher also plays a role of initiator of interaction in the language classroom. The role of

teacher also seems like a facilitator and guide as they check students and present them from making

mistakes.

The role of a learner is that of a consumer of knowledge who does whatever his?her teacher

instructs him?her to do. Aowever* the seemingly passive learner has to memori)e vocaulary lists* grammar

rules re(uired for reading* writing and translation skills actively. The learner has to learn aout the form of

target language. There is very little initiation of interaction from learners part. The role of the learner is

similar to a translation of language as he?she is supposed to have translated literary text from target

language to his?her native language and sometimes vice>versa. ;evertheless* GT method merely teaches

students aout the target language and native language translation ut does not reasonaly talk aout the

ways of using it. "ince the learner does not concentrate on listening and speaking the role of learner simply

ecomes as mere participant* reader* writer* rote>learner and translator.

The teacher simply instructs students y initiating a task for the students to do reading* writing* and

translation y rote memori)ation of vocaulary lists and deductive grammar rules. The role of teaching

learning instructional materials according to this method is to provide literary texts and encourage students

to do translation activity. The texts also incorporate vocaulary lists and grammar rules for the students to

memori)e necessary for developing reading* writing and translation skills rather than listening and

speaking.

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The 2udiolingual 1ethod.

The o+ective of audiolingual method is accurate pronounciation and grammar* the aility to respond

(uickly and accurately in speech situations and knowledge of sufficient vocaulary to use with grammar

patterns. -articular emphasis was laid on mastering and uilding locks of language and learning the rules

for comining them. It was elieved that learning structure* or grammar was the starting point for the

student.

The o+ective of the audiolingual method is accurate pronunciation and grammar* the aility to

respond (uickly and accurately in speech situations and knowledge of sufficient vocaulary to use with

grammar patterns. -articular emphasis was laid on mastering the uilding locks of language and learning

the rules for comining them. It was elieved that learning structure* or grammar was the starting point for

the student.

"ome characteristics of the method are* language learning is hait>formation* mistakes are ad and

should e avoided* as they are considered ad haits* language skills are learned more effectively if they

are presented orally first* then in written form* analogy is a etter foundation for language learning than

analysis and the meanings of words can e learned only in a linguistic and cultural context.

The main activities include reading aloud dialogues* repetitions of model sentences* and drilling*

according to the methodology module. ey structures from the dialogue serve as the asis for pattern drills

of different kinds. Lessons in the classroom focus on the correct imitation of the teacher y the students.

;ot only are the students expected to produce the correct output* ut attention is also paid to correct

pronunciation. 2lthough correct grammar is expected in usage* no explicit grammatical instruction is given.

It is taught inductively. 6urthermore* the target language is the only language to e used in the classroom.

2ccording to the methodology module* from the types of learning techni(ues and acts are* y

dialogues and drills. The procedures are students will hear a model dialogue. ;ext* student will repeat each

line of the dialogue. 0ertain key words or phrases may e changed in the dialogue. The key structures from

the dialogue serveas the asis for pattern drills of different kinds. The students then will practice

sustitutions in the pattern drills.

In this method the role of teacher and student are the est part to e surveyed. The teacher is like

an orchestra leader* directing* and controlling the language ehaviour of her students. "he also are

responsile for providing her students with agood model of imitation. "tudents are imitators of the teachers

model or the tapes she supplies of model speaker. They follow the teachers direction and respond as

accurately and as rapidly as possile.

If we analyse the nature of interaction in this method* most of the interaction is etween teacher and

students and is initiated y the teacher. There is also student interaction in chain drills or when students

take different roles in dialogues.

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0onclusion

2ccording to #Aarmer.C.'* the concept of approach refers to theories aout the nature of language

and language learning which are the source of the way things are done in the classroom and reasons for

doing them.

#Aarmer.C.' also defines that !method is the practical reali)ation of an approach. It descries the

types of activities* roles of teachers and learners and the kinds of materials and various procedures and

techni(ues that will e helpful for teaching>learning activities in the classroom. 2 teaching methods also

refers to ways of teaching that are ased on systematic principles and procedures* that is* which an

application of views on how a language is learned and eing taught.

The Grammar Translation 1ethod was developed for the study of “dead” languages and to facilitate

access to those languages classical literature. Thats the way it should stay. Dnglish is certainly not a

dead or dying language* so any teacher that takes “an approach for dead language study” into an Dnglish

language classroom should perhaps think aout taking up 1ath or "cience instead. /ules* universals and

memori)ed principles apply to those disciplines and pedagogy and communicative principles do not.

Based on "kinner:s Behaviorism theory* it assumed that a human eing can e trained using a

system of reinforcement. 0orrect ehaviour receives positive feedack* while errors receive negative

feedack. This approach to learning is similar to the 7irect 1ethod* in that the lesson takes place entirely in

the target language. EDmphasis is on the ac(uisition of patterns in common everyday dialogue.E

The 2udio>lingual 1ethod was widely used in the $%Fs and $%Hs* and the emphasis was not on

the understanding of words* ut rather on the ac(uisition of structures and patterns in common everyday

dialogue. These patterns are elicited* repeated and tested until the responses given y the student in the

foreign language are automatic.

6rom this I learned that methods are decided according to students ackground knowledge*

environment and learning goals* which contriute towards the success of teaching>learning in the

classroom.

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methodology assignment part 1 (a)

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