The Use of Grammar Translation Method in Teaching
English
Elmayantie,
C. (2015). THE USE OF GRAMMAR TRANSLATION METHOD IN TEACHING ENGLISH. Journal
on English as a Foreign Language, Vol 5 (2), pp. 125-132. DOI: http://dx.doi.org/10.23971/jefl.v5i2.372. Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/372
Comments by Andrés Mauricio
Quintero
Good
afternoon dear Angie, I was watching and paying attention to your video, and it
looks very nice and well organized, your pronunciation is very good you have a
very good domain of your L2 and what you say in the video is understandable, in
the other hand, although in the article that you decided to work with, says
what methodology was used to carry on that research, it’s evident that you have
clear how to identify or what clue points we can find in a research to know if
it is quantitative or qualitative.
Use
of Grammar Translation Method in Teaching English base the teaching of a L2 in
the detailed analysis of the grammar rules and its expressions to apply after
the acquire knowledge to the sentences and texts translation from the target
language to the own language and vice versa. The first language works as
reference system in the acquisition of the L2.
This
method emerged in Prussia at the end of the eighteenth century and adopted as a
model the system used for the teaching of Latin and Greek. He is heir to the
German academic practice and some of his representatives were J. Seidenstücker,
K. Plötz, H. S. Ollendor and J. Meidinger.
For
this method, language is a system of rules that must be taught through texts
and related to the rules and meanings of the first language. The basis of both
the linguistic description and the activities carried out in class is the
written language. Vocabulary is learned through word lists and special emphasis
is placed on the degree of correctness of the translation.
The
learning of grammar is deductive, that is, a rule is presented, explained and
memorized and then practiced in translation exercises. Prayer is the basic unit
of teaching and linguistic practice. The language of instruction is the first
language of the learner.
The
teacher is the main protagonist of the teaching-learning process, the maximum
authority. Its function is to provide linguistic knowledge and correct the
errors produced by the learners. The student, on the other hand, has a little
participatory role, is limited to following the instructions of the teacher, to
memorize rules and lists of vocabulary, to read and to translate.
Melero,
P. (2000). Methods and approaches in the teaching / learning of Spanish as a
foreign language. Madrid: Edelsa.
Sánchez,
A. (1997). The methods in the teaching of languages. Historical evolution and
didactic analysis. Madrid: SGEL.
Comments by Gloria Ines Reyes
Hello
dear peers, I am going to give feedback on Angie’s video
Hello
Angie.
The way you analyzed the article “The use
of Grammar Translation Method in Teaching English” is very clear. You
used very explanatory charts, where you labeled all the relevant words,
sentences, and sections of the reading. You even introduced some
statistical concepts and showed how the data should look like. With them, you
guided us throughout the whole analysis, linking each chart with the article in
a flawless runway. The examples you gave us many times after each concept
was said, helped to enhance the study or research comprehension.
When you talked about operationalization of variables, you talked
about the importance of founding patterns in the research to recognize the
method used, you also reviewed the tools for dating the statistical analysis.
When you reach the results, you indicated each category, thus, it was
easy to make sense of the unstructured data, as it was presented.
I think you did not let out anything. You really describe the descriptive
or qualitative method used in the reading. You interpreted the article in
an easy, understandable way. You were very creative. Congrats.
Gloria
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