Unit 2: Language Approaches

Topic: Grammar Translation Method (GTM)

Learning Outcomes:
1.1 Identify the elements of Grammar-Translation Approach.
1.2 Translate riddles as a way to practice GTM.
1.3 Contemplate how language approaches is evolving like what humans do.

Grammar Translation Approach

This approach helps students learn grammatical rules and then apply those rules by
translating sentences between the target language and the native language.

This dates back to Erasmus 1466-1536, used to teach Latin and Greek in the late 19th and
20th centuries. It is the oldest method of teaching English, also known as the Classical
Method. Earlier in 20th century, this method was used for the purpose of helping students
read and appreciate foreign language literature.

Further, this approach is used to teach classical languages to the teaching of modern
languages.

Key Features

1. Classes are taught in the mother tongue, with little active use of the target language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the complexities of grammar are given.
4. Grammar provides rules for putting words together, and instruction often focuses on
the form and inflection of words.
5. Instruction is given in the native language of the students.
6. There is little use of the target language for communication.
7. Focus is on grammatical parsing.
8. There is early reading of difficult texts.
9. The typical exercise is to translate sentences from the target language into the mother
tongue
10. The teacher does not have to be able to speak the target language.

How to use this in the classroom?

1. Students will be asked to read a literary passage and then translate the target language
into their native language.
2. Translation may be written or spoken.
3. In this method, the mother tongue is used to teach English.

Goal of Foreign Language Study

1. To read its literature

2. To analyze rules before translating
The Grammar Translation method embraces a wide range of approaches but,
broadly speaking, foreign language study is seen as a mental discipline, the goal of which
may be to read literature in its original form or simply to be a form of intellectual
development. The basic approach is to analyze and study the grammatical rules of the
language, usually in an order roughly matching the traditional order of the grammar of
Latin, and then to practice manipulating grammatical structures through the means of
translation both into and from the mother tongue.

A typical classroom with this approach would be to present the rules of a particular item
of grammar, illustrate its use by including the item several times in a text, and practice
using the item through writing sentences and translating it into the mother tongue. The
text is often accompanied by a vocabulary list consisting of new lexical items used in the
text together with the mother tongue translation. Accurate use of language items is central
to this approach.

The medium of instruction is the mother tongue, which is used to explain conceptual
problems and to discuss the use of a particular grammatical structure. It all sounds rather
dull but it can be argued that the Grammar Translation method has over the years had a
remarkable success.

There are certain types of learners who respond very positively to a grammatical syllabus
as it can give them both a set of clear objectives and a clear sense of achievement. Other
learners need the security of the mother tongue and the opportunity to relate grammatical
structures to mother tongue equivalents. Above all, this type of approach can give learners
a basic foundation upon which they can then build their communicative skills.
Unit 2: Language Approaches

Topic: Direct Approach

Learning Outcomes:
1.1 Identify the elements of Direct Approach.
1.2 Practice activities reflecting the use of the direct approach.
1.3 Contemplate how language approaches is evolving like what humans do.

Direct Method

The direct method of teaching was developed as a response to the Grammar-Translation

method. It sought to immerse the learner in the same way as when a first language is
learnt. All teaching is done in the target language, grammar is taught inductively, there is
a focus on speaking and listening, and only useful ‘everyday' language is taught. This
method let students learn like natives.

Around the turn of the 19th century, a method arose that served to right the shortcomings
of the grammar-translation method—the most prevalent language teaching approach in
those days. The direct method was developed as an antithesis to grammar-translation
method. When the grammar-translation method’s weaknesses became apparent, the
direct method expressly addressed those competencies scarcely touched by its
predecessor.

Let’s review. . .

Grammar Translation Method is the teaching method that puts grammar—its rules,
morphology, syntax—at the forefront. Meaning, language is taught by analyzing the
different elements of language and explicitly prescribing correct ways of combining those
elements. The “translation” part of “grammar-translation” is embodied in the
vocabulary lists that give the equivalents of words in the target language. Translation
exercises where students are asked to translate words, phrases and sentences are often
used.

Now comes the direct method, a repudiation of its predecessor. As we shall soon see,
grammar, which is at the core of the grammar-translation method, isn’t even expressly
taught in this approach. There are no grammar exercises, no committing of rules to
memory, no lessons on how to write the plural form of a noun or how to conjugate a verb.
That’s why it’s also known as the “anti-grammatical method.”

And while the grammar-translation is taught using the students’ first language, the direct
method uses only the target language. Imagine! In a Spanish class that uses this method,
you’d only use Spanish to teach your students the language. The direct method is also
known as “the natural method” because it looks to the process of first language acquisition
to set the context and techniques for second language acquisition. When we learned our
mother tongue, we didn’t go through grammar lessons and translation drills. So, how did
we learn our first language?

Students learn best when you teach them things that are only slightly beyond their reach.
And you help them “get there” by giving them simple inputs that they can actually use to
figure things out.

Example, in a German class you want to teach the word for the color red—a vocabulary
lesson. Instead of using direct translation and writing on the board, “RED = HOT,” you
make things more interesting and more fun. Bring several objects of the color—perhaps a
red truck, a red ball, a red cap, a rose and lipstick. Every time you point to the objects, say
“Das ist rot. Rot.” (This is red. Red.) Go through the different objects and keep on
repeating “rot.” With repeated exposure, your students will soon get the point. To check
for comprehension, point to an object of different color, say a blue pen, and ask, “Rot?”
The class should give a resounding “Nein!” (No!)

Key Features

1. No use of the mother tongue is permitted.

2. Lessons begin with dialogues and anecdotes in modern conversational style.
3. Actions and pictures are used to make meanings clear.
4. Grammar is learned inductively.
5. Literary texts are read for pleasure and are not analyzed grammatically.
6. The target culture is also taught inductively.
7. The teacher must be a native speaker or have native like proficiency in the target
language.
Unit 2: Language Approaches

Topic: Reading Approach

Learning Outcomes:
1.1 Identify the elements of Reading Approach.
1.2 Practice activities reflecting the use of the reading approach.
1.3 Contemplate how language approaches is evolving like what humans do.

Reading Approach

This approach is selected for practical and academic reasons. For specific uses of the
language in graduate or scientific studies. The approach is for people who do not travel
abroad for whom reading is the one usable skill in a foreign language.

The priority in studying the target language is first, reading ability and second, current
and/or historical knowledge of the country where the target language is spoken. Only the
grammar necessary for reading comprehension and fluency is taught. Minimal attention
is paid to pronunciation or gaining conversational skills in the target language.

The vocabulary of the early reading passages and texts is strictly controlled for difficulty.
Vocabulary is expanded as quickly as possible, since the acquisition of vocabulary is
considered more important that grammatical skill. Translation reappears in this
approach as a respectable classroom procedure related to comprehension of the written
text.

The Reading approach has started in the 1930s. According to the article written by the
English education students of Sriwijaya University ‘’Reading approach or reading
method was first devised for English learners in India and French or German learners in
the United States of America who do not have the time to master the “active” or oral use
of the language. It has also been advocated in England for pupils of inferior language-
learning ability.” It is almost the same with the Grammar -Translation method because
it focuses on the grammar, vocabulary, reading and writing skills of the students. Such
skills are being taught through some techniques such as skimming, scanning and
extensive reading. This approach is still being used widely today most especially because
of the prevalence of Standardized testing all over the world.

Reading Approach is a reaction to the problems experienced in implementing the Direct

Approach. Reading was viewed as the most usable skills to have in a foreign language
since not many people traveled abroad at the time, few teachers could use their foreign
language well enough to use a direct approach effectively in class.

Key features

1. Only the grammar useful for reading comprehension is taught.

2. Vocabulary is controlled at first (based on frequency and usefulness) and then
expanded.
3. Translation is once more a respectable classroom procedure.
4. Reading comprehension is the only language skill emphasized.
5. The teacher does not need to have good oral proficiency in the target language.

How is it done in the classroom?

1. The teacher introduces vocabulary first before introducing the story.

2. Vocabulary is measured from high level until low level.
3. Translation is important especially when readers have little to no comprehension
about the text read.
4. Reading comprehension must be given, hence questions are thrown from high to
low level. HOTS to LOTS comprehension.
5. Good oral proficiency is not important in teaching the target language.