Grammar Translation Method On Language Teaching

1. GrammarTranslationMethod On LanguageTeaching

2. History and Philosophy Throughout Europe in the 18th and 19th centuries, the education system was formed primarily around a concept called faculty psychology. In brief, this theory dictated that the body and mind were separate and the mind consisted of three parts: the will, emotion, and intellect. It was believed that the intellect could be sharpened enough to eventually control the will and emotions.

3. The way to do this was through learning classical literature of the Greeks and Romans, as well as mathematics. Additionally, an adult with such an education was considered mentally prepared for the world and its challenges. In the 19th century, modern languages and literatures began to appear in schools. It was believed that teaching modern languages was not useful for the development of mental discipline and thus they were left out of the curriculum.

4. As a result, textbooks were essentially copied for the modern language classroom. In America, the basic foundations of this method were used in most high school and college foreign language classrooms and were eventually replaced by the audio-lingual methodamong others.

5. 1.Goals of Teachers • Real goal of learning L2 is to be abletoreadliterature • Toreadliterature,studentsneedtolearngrammarrulesandvocabulary • Studying a foreignlanguageprovidesgoodmentalexercise.

6. 2.Roles of Teachers • Authority • Teachertalking time is more (teachercentered)

7. 3.Roles of Students • Students do whatteachersays • Studentsarepassive

8. 4.Characteristics of Teaching & LearningProcess • Characteristics of Teaching & Learningprocess • Translationfrom L1-L2, L2-L1 • Grammardeductively • Memorizevocabulary L1=L2

9. 5.Student-TeacherInteraction • Students-teacherinteraction (mostly) • Studentsinitation is little • 6.Student-StudentInteraction • Student-studentinteraction is little

10. 7.DealingwithStudents’ Feelings • No Principles 8.View of Language • Literarylanguage is superiortospokenlanguage

11. 9.View of Culture • Limitedliterature & finearts of L2

12. 10.Emphasis on Areas of Language • Vocabularyandgrammar(teachingthe form) = form based 11. Emphasis on LanguageSkills • Readingandwriting • Littleattentiontolistening,pronunciationandspeaking

13. 12.Role of L1 • Classroomlanguage is L1 • Meaning of L2 is madeclearbytranslationinto L1

14. 13.Evaluation • Writtentests ( studentstranslatefrom L1 to L2, L2 to L1) • Questionsabout L2 andapplyinggrammarrules

15. 14.Teacher’sresponsetoStudents’ error • Incorrectanswersarecorrectedbytheteacherimmediately • It is importantthatstudentmustgetthecorrectanswerbyoneself

16. 15.Techniques • Translation of a literarypassagefrom L1-L2 or L2-L1 • Readingcomprehensionquestions • Informationquestions • Comprehensionquestions (makinginference)abouttheirownexperience • Cognatesmemorization (meaning-spelling)

17. Antonyms-synonyms (wordsare L1) • Grammarrulesaregivenwithexamples: -Exceptionsstateddirectly -studentsusegrammarrules in -examples -memorization (vocabulary,grammarrules) • Theyusethewordswhichare in sentencestoshowtheyunderstandthemeaning of word • Writingcomposition in targetlanguageabout a topicwhich is given

18. Advantages • 1)The phraseology of the target language is quickly explained. • 2)Teacher’s labor is saved.

19. Disadvantages • 1)It is an unnatural method. • 2)Speech is neglected. • 3)Exact translation is not possible.

20. The role of theteacher in today’slanguageclassroom • What is the role of the language teacher in today’s class?

21. Thechanging role of theteacher: • ~Sage on the Stage vs. Guide on the Side

22. Teachers as technologists • How can the teachers utilize from technology?can you give examples??

23. Theprinciples of experientiallearning • 1 - learner is central • 2 - facilitationmust be lightandsubtle • 3 - find/createexperientiallearningopportunities • 4 - reactionstoexperiencesvarysodon'tpre-judge • 5 - singleevents can enableseveraldifferentlearningeffects

24. 6 - buildconfidencebeforeaddressingattitudesandbehaviour • 7 - theactivitymust be realandengaging - not based on artificialimpact • 8 - ensureactivitiesallowadequateandmeaningfulreviews • 9 - carefullyreviews of activitiesarecrucial • 10 - accentuatethepositives

25. Kolb’sLearningCycle

26. WHAT ABOUT TEACHER? the three important facts while teaching in primary level; • the nature of young child • lack of an official sylabus • the importance of the teacher to the young child. • individual teachers' needs and interests • there is no single ıdeal way of teaching • teacher's ability and circumstances

27. ENGLISH AS A LANGUAGE STUDY • the difference between monlingual and multilingual societies from their point of wiev to foreign languages; * monolingual; not much aware of the usefullness of foreign languages * multilingual; aware of the usefullness of foreign languages

28. language studies are good for; * more active and observing children * more responsible and thoughtfull approach to language learning * increasing the awareness of the nature of language * developing personal searchings to make usefull generalizations ** these kinds of studies are only undertaken ıf the teacher is interested and able to do it.

29. WHAT IF THE TEACHER NOT ABLE TO DO THESE KINDS OF ACTIVITIES?

30. ENGLISH THROUGH SONGS AND RHYMES • using songs and rhymes in language lessons are usefull for; * they are enjoying for children * they have authenticity * it is important for children to develop a more favorable attitude to english **ıf the teacher cannot sing nor play a musical instrument, then the songs cannot be the main feature of a language lesson.

31. ENGLISH THROUGH GAMES • using games in language lessons are usefull for; * giving language an immediate usefullness * developing children's understanding and expressing capacities * development of listening, speaking, reading and writing

32. two important principles while guiding games; * not to deceive children by calling a drill a game * a clear understanding of what game will contribute to children for language learning • also *the organization of game must be very clear *the children should be familiar with the language required to play game **the interest and the linguistic competence of teacher are important

33. ENGLISH THROGH TOPICS ıf the teacher of english is also the general class teacher the use of english may range from total immersion. ** total immersion is to use english as the language of instruction and learning.

34. the teacher who will choose a topic to teach in english must take into consideration; * children's level * participation for all children and means for it * whether the language that will be used is familiar to children, ıf not can it be easily taught * is the new language useful for other topics and daily life * the opportunity for children to produce language or understand language

35. the teacher who will teach another topic in english must prepare; * list of materials * the participation types' list * language list that must be understood * language list that must be produced * a teaching/ learning sequence plan ** once more the teachers interest and ability to use english appropriately are important.

36. THE VISUAL PERCEPTION • the visual activities are; *interesting for children *teaches children a useful language in daily classroom *teaches children a useful language in other topics *develops an attitude of exploration and of personal responsibility for learning.

37. ? What do you think about receiving facts about English language learning? the rules, the facts..etc. how these facts shold be given? how do you relate it with motivation ?

38. OUR TOWN • teaching a children to give directions about his or her own home town; *is more realistic for children *provides a reason for english learning *gives children a knowledge of the total area *makes children to create information themselves

39. SEVEN CONSIDERATIONS OF A GENERAL NATURE 1) at the primary level listening is the most important skill 2) making generalizations is more useful than rules 3) list of word shouldn't be choosen arbitrarily 4) teacher should be encouraging, children should be relaxed 5) the mother tongue needn't to be excluded from the lesson 6)immediate interests, need for variety, fantasies must be taken into account 7)contact should be established between primary school and secondary school teachers

40. TOWARD INDIVIDUALIZATION IN FOREIGN LANGUAGE TEACHING • the causes of individualization are various trends; A) reaction against the curriculum neglecting individual ( audio- lingual method) ; * neglected visual memory * neglected different aptitudes of students * no creativity * the level consept problem • individualization is against audio-lingual method in any one of three respects; *the goals of instruction *the methods of instruction *the speed of instruction

41. B) the role of learner is more important than role of teacher * emergence of neo-behaviouristic school * big reaction against behaviourist in the field of language acqusition * Skinner, N.Chomsky, Lenneberg * history of instruction received it's theoretical backing from a behaviourist psychology which pays no attention to role of learner; a paradox!

42. C)not different results of different treatments but treatment/ aptitude interaction is important *the classical type educational researches don't take the individual differences much into consideration *there are differences between classical and individual centered researches

43. D) the possibility of individualization and the purpose of greater flexibility • ıf flexibility is introduced for very specific purposes it can be effective; * an alternation between big and small groups * more free time to both students and teachers for individual learning

44. E) using new advances in technology for instruction makes individualization easier * computer based comparatively flexible programming * socratic dialogue between computer and individual * other technological aids (video, casette etc..)

45. F) rejection of foreign language requirements as a part of general education • reasons behind this rejection; * failure of foreign language programs * turning to the pressing problems within the country * the ideal of the 'educated man' seems irrelevant any more * foreign language is a part of general education ** ıf foreıgn language learning is not a general requırement then the individual reasons must be given importance.

46. Do we still need an educated man? What do you think?

47. THANK YOU