Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Grammar

646 vues

Publié le

method of teaching

Publié dans : Formation
  • Soyez le premier à commenter

  • Soyez le premier à aimer ceci

Grammar

  1. 1. Grammar-TranslaTion meThod Objectives of GTM 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 Key Features of GTM Native language Vocabulary / grammatical rules Accuracy /translation Language skills Grammar TranslaTion meThod a method of foreign or second 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.
  2. 2. BackGround • The Grammar Translation Method was the traditional way Latin and Greek were taught in Europe. • In the 19th century it began to be used to teach “modern” languages such as French, German, and English, and it is still used in some countries today. • A typical lesson consists of the presentation of a grammatical rule, a study of lists of vocabulary, and a translation exercise. Personal understanding of this point: grammatical rules + vocabulary translation or A lesson= grammatical rules+vocabulary+translation PrinciPal characTerisTics • Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language...
  3. 3. • Reading and writing are the major focus; little or no systematic attention is paid to speaking and listening. • Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization. • The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of this method. • Accuracy is emphasized. Students are expected to attain high standards in translation, because of "the high priority attached to meticulous standards of accuracy which, as well as having an intrinsic moral value, was a prerequisite for passing the increasing number of formal written examinations that grew up during the century" (Howatt 1984: 132, cf. Jack C. Richards & Theodore S. Rodgers, 1986,4). • Grammar is taught deductively, that is, by presentation and study of grammar rules, which are then practiced through translation exercises. • The student's native language is the medium of instruction. It is used to explain new items and to
  4. 4. enable comparisons to be made between the foreign language and the student's native language. ----Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching.Cambridge: Cambridge University Press pp.3-4. AdvAntAges of gtM An effective way for application of grammar and sentence structure Few demands on teachers Least stressful for students Reduced Teacher Stress Focus on Grammar, Sentence Structure and Word Meanings suMMAry • Grammar 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
  5. 5. • (Ellis, 2006, cf. Shih-Chuan Chang,2011,pp.15). Personal understanding: metalinguistic understanding of grammatical form internalization and use of it in comprehension and production “Translation can make the student come to closer grips with the target language. A simultaneous awareness of two media could actually make the student see the points of convergence and divergence more clearly and also refine the tools of perception and analysis resulting in divergent thinking." • (Chellapan, 1982, cf.Shih-Chuan Chang, 2011,pp.16) RefeRences • Chellapan, K. (1982). Translanguage, Translation and Second Language Acquisition. In F Eppert (Ed.), Papers on translation: Aspects, Concepts,
  6. 6. Implications (pp. 57-63) Singapore: SEMEO Regional Language Center. • Ellis, R. (2006). Current issues in the teaching of grammar: an SLA perspective. TESOL Quarterly, 40 (1): 83-107. • Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson Education Limited. • Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching.Cambridge: Cambridge University Press. Shih-Chuan Chang. (2011). A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar. English Language Teaching, Vol. 4, No. 2,pp.15-16
  7. 7. Implications (pp. 57-63) Singapore: SEMEO Regional Language Center. • Ellis, R. (2006). Current issues in the teaching of grammar: an SLA perspective. TESOL Quarterly, 40 (1): 83-107. • Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson Education Limited. • Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching.Cambridge: Cambridge University Press. Shih-Chuan Chang. (2011). A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar. English Language Teaching, Vol. 4, No. 2,pp.15-16

×