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Unit 2

Unit 2. Grammar-translation Method. Pre-task. How does the method get the name? Why is the method also called the classical method? What are the classical languages? What are the goals of using the method? What skills are emphasized?. Origin.

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Unit 2

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  1. Unit 2 Grammar-translation Method

  2. Pre-task • How does the method get the name? • Why is the method also called the classical method? • What are the classical languages? • What are the goals of using the method? • What skills are emphasized?

  3. Origin • In the Western world, foreign language learning in schools was synonymous with the learning of Greek or Latin. Latin was thought to promote intellectuality through mental gymnastics (exercise) and was taught by “the Classical Method,” whose focus was on grammatical rules, memorization of vocabulary and translation of texts, and doing written exercises. Little thought was given at the time to teaching oral use of language and foreign languages were taught as any other skill. • This approach became the Grammar-Translation Method late in the 19th century.

  4. Goals • it helps students read and appreciate foreign language literature; • through the deductive study of the grammar of the target language, students would become more familiar with the grammar of their native language; • that will help them grow intellectually ;(mental-discipline theory) • reading and writing are the major focus; • accuracy is emphasized

  5. Curriculum Design • teacher’s role: teacher-centered • learner’s role: passive • L1’s role: dominant • Classroom interaction: teacher-student interaction • Activity design and evaluation: early reading of difficult classical texts, translation, rote memory (p.19) of lists of isolated words; classroom quizzes and formal written tests

  6. Advantages • reading training and easily constructed tests of grammar and translations which can be graded objectively • few specialized skills required on the teacher

  7. Disadvantages • an inability of students to use L2 for communication • tedious approach • no theory/rationale to support it in terms of linguistics, psychology or educational theory • little attention to the content of texts

  8. After-task • Do you think the method is out of date? • What kind of students suits the method? • Is it still used in Taiwan? Why or why not?

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