Grammar Translation Method - Theorical support
Approach
Theory of nature of language
The language is a system of structurally related elements for the coding of meaning. This system is defined in terms of phonological, grammatical units, grammatical operations and lexical items which must be mastered by the students in order to communicate successfully by application of this knowledge to the task of translating sentences and texts into the target language.
Students study grammar deductively; that is, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. They memorize native language equivalents for target language vocabulary words.
Students are taught to translate from one language into another. Often what they translate are readings in the target language about some aspect of the culture of the target language community. The environment of the classroom is a teacher-centered class, where the students are simply receptors of the information given by the teacher.
Students are taught to translate from one language into another. Often what they translate are readings in the target language about some aspect of the culture of the target language community. The environment of the classroom is a teacher-centered class, where the students are simply receptors of the information given by the teacher.
Design
1. Product-oriented objetive
A fundamental purpose of learning a language is to be able to read literature written in the target language. To do this, students need to learn about the grammar rules and long lists of vocabulary of the target language by hard.
• To be able to read literature written in the target language
• To be able to translate from one language to another
• To develop reading and writing skill.
2. The syllabus.
• It is a product centered or structural syllabus.
. The grammar points are selected from the very easy to the most difficult items. There is a selection an graduation of these items.
• Grammar points are clearly sequenced and taught in a systematic way.
• The primary skills to be developed are reading and writing.
• Little attention is given to speaking and listening.
• Pronunciation is almost neglected.
Context choice
• Subject Matter: readings about culture country
• Linguistic Matter: grammar speech: nouns, verbs, adjetives, etc.
3. The types of learning and teaching activities
• Translation tasks facilitate language learning through attention to similarities and differences between L2 and L1.
• Grammar is taught deductively .
• Translation
• Deductive application of rules
• Filling the blanks
• Synonyms and antonyms
• Reading comprehension of texts : Looking for general information ( skimming) , looking for specific information ( scanning)
• Explains rules and patterns
• Provides translation practice
• Corrects exercises
• Controls language & structures
• Authority of the class
5. Students’ role
• Students are expected to memorize endless lists of grammar rules and vocabulary, and produce almost perfect translations.
6. The role of teaching materials
Form of teaching materials → literary texts and descriptions of grammatical rules.
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