The History of English Language Teaching_Methods

Grammar-Translation Method
BY NASRULLAH MAMBROL ON NOVEMBER 9, 2020 • ( 0 )
Richards and Schmidt (Longman Dictionary of Language Teaching and
Applied Linguistics 2002, p. 231) have defined the grammar-translation
method as “a method of foreign or second language teaching which makes
use of translation and grammar study as the main teaching and learning
activities.” The grammar-translation method was originally called the
classical method because it was mainly used in the teaching of Latin and
Greek in the 16th century. In the early 19th century, which saw the decline of
Latin and its relegation to an academic language, the grammar-translation
method was adopted to help L2 learners to read, study, and translate foreign
languages and language literature. Two of the key assumptions of this
methodology were that:

(1) language learners must develop a good knowledge (learning and

memorizing grammatical rules) of the grammatical systems of their first (L1)
and second languages (L2), and

(2) they need to be able to develop the ability to translate texts from their L1
into the L2 and vice versa. Ability to accurately translate texts was associated
with the ability to learn the grammatical system of the target language. The
grammar-translation method viewed the study of a language as the
memorization of rules to be able to manipulate its morphological and
syntactical system. Grammar is taught deductively (by the presentation of
rules followed by translation practice) and accuracy in translating sentences
and texts is the main focus of this methodology.

As Richards and Rodgers (2001, p. 6) have pointed out “Grammar

Translation dominated European and foreign language teaching from the
1840s to the 1940s, and in modified form it continues to be widely used in
some parts of the world today.”

The grammar-translation method consists of a number of main principles

which represent the building blocks of this language teaching methodology.

PRINCIPLES
According to the grammar-translation method, the learning and teaching of
languages consist of the following principles:
 Teachers must assert their authority, as their role is to transmit knowledge to
learners and the learner’s native language is the medium for instruction. Very little
teaching is done in the target language. It is an extremely teacher-centered method
of teaching.

 Learners need to be able to read the literature written in the target language and
learn all the relevant vocabulary and grammar. Learners do not play any active role
and there is little learner–learner interaction.

 Literary language is superior to the spoken language. Learning a language consists

of being able to read and translate a text into and out of the target language. The
main focus of teaching is to develop the learner’s ability to read, write, and
translate. Teachers would not direct learner’s attention to the content of the text
which is treated as a translation exercise. Reading of very complex classical texts
begins early. To be able to communicate using the target language is not an
important goal for learners.

 The focus is on accuracy and not fluency. The grammar is taught systematically
(following a sequencing grammar syllabus) through explicit extensive and
elaborated teaching of grammatical rules. The main assumption is that a second
language is learned through the deduction of the grammatical properties of a target
L2. When learners have developed a conscious and explicit representation of that
language, they can apply this ability in the production of sentences through
translation from one language to the other.

 Errors are corrected. If learners answer a question incorrectly, the teacher would
select somebody else to give the correct answer and/or he/she replies directly.

 Learners should memorize vocabulary in the form of isolated word lists.

Vocabulary in the target language is learned through translation from the native
language
CRITICISM
In the grammar-translation method, the main goal for instruction is the ability
to attain a high proficiency standard in translation and grammar accuracy. It
does not require teachers to be native speakers (classes are not taught using
the target language) and it does not require a lot of preparation. The ability to
communicate using the target language is not the main goal for instruction.
This methodology provides learners with the view that language is simply a
collection of words which are isolated and independent. It seemed that for
this methodology there is no need for learners to master the four language
skills (listening, speaking, reading, and writing).The grammar-translation
method was questioned by researchers and language educators in the mid-
19th century. Researchers of L1 and L2 acquisition believed that people learn
languages by being exposed to the target language (the language they hear)
and by making connections between words and their meaning. Educators
emphasized the importance of communication and the development of oral
and comprehension skills. Because of the emphasis of the grammar-
translation method on the memorization of grammatical rules and translation,
and the lack of attention to the development of comprehension and speaking
proficiency, this methodology was rejected. Teachers decided to direct their
attention toward methodology such as the direct method (Wong, 2005) that
fostered listening and communication skills.

Richards and Rodgers (2001, p. 4) describe the grammar-translation method

as “a tedious experience of memorizing endless lists of unusable grammar
rules and vocabulary and attempting to produce perfect translations of stilted
or literary prose,” and they continue, “it is a method for which there is no
theory. There is no literature that offers a rationale or justification for it or
that attempts to relate it to issues in linguistics, psychology, or educational
theory.” Despite these shortcomings there are still traces of the use of the
grammar-translation method by language teachers today (Richards & Rogers,
2001).

PEDAGOGICAL IMPLICATIONS
Based on the principles outlined in the previous section, a variety of
techniques have been developed to help learners translate, practice, and
memorize the new language. The main techniques are:
1. Read and translate a literary passage. Learners are asked to translate a
literary pas-sage and then translate (mainly written translation) the target
language into their native language. The passage provides the stimulus for
learning vocabulary and grammar. The main focus is reading and writing at
the expense of listening and speaking. Learners’ native language is used for
explanations, translations, and comparisons between the native language and
the target language.
2. Reading comprehension questions. Learners answer questions in the target
language based on the reading text and on the student’s own experience
related to the text.
3. Deductive grammar practice. Grammatical rules are presented by teachers
using paradigms and examples. Learners are asked to learn rules and apply
them through translation exercises. Sentences are the main unit of the
teaching session and learners are asked to translate them into and out of the
target language.
4. Fill in the blanks exercises. Learners are given sentences or passages with
words missing. They are asked to fill in the blanks with the correct
vocabulary or grammatical item.
5. Memorization practice. Learners are given a list of words with the native
language equivalent and they are asked to memorize them. The selection of
the vocabulary is based on the text used and learners are taught through
bilingual word lists. They are also asked to memorize grammatical rules, and
grammatical paradigms. The priority is to become accurate and to attain very
high standards in translation.
6. Composition. Teachers give learners a topic and ask them to write a
composition on that topic in the target language. The topic is usually based
on some aspects of the reading text.
Direct method of Teaching of English |Merits & Demerits

11/03/2024 by Editor

What is Direct Method?

1. What is Direct Method?

2. Merits of direct method

3. Demerits of direct method:

4. 4 Lack of environment:

5. Conclusion

Direct method is one of the popular method like Grammar translation

method or Bilingual method.

Direct method is a method of teaching English which aims at introducing

English language directly to the students. In the same way as the child
learns mother tongue. There is no use of translation. Students try to
imitate or learn English naturally.

Direct method of teaching English came from France in 1901. It originated

as a reaction to the grammar translation method. As it is an oldest
method of teaching which mainly focus on grammatical explaination and
translation of a language pattern without purpose for which the language
pattern is to be taught to the students. And the direct method focused on
giving practical knowledge of English language to the students.

Direct method, also known natural method because the students learn
English in a natural way. Students learn association of words and
sentences with their meaning through demonstration, dramatization, role
play and some other activities without using mother tongue. So there is no
interference of other language in the form of translation.

Champion explains the meaning of direct method, -

"It is a method of teaching English directly. To teach English directly is to

establish a direct association between experience and expression,
between the English words, phrases, and its meaning. "

Thus, the direct method of teaching English originated as a reaction to the

grammar translation method.

In this method English is taught to the students, directly without

interference of any other language. The central idea of this method is the
association of words and sentences with their meanings through
dramatization, demonstration, pointing etc. Here students learn English
naturally. Therefore, this method called as a natural method of teaching.
Do you want to know the Key differences between DM and GTM?

Merits of direct method

1 Natural method: It is a natural method of teaching because in this

method students learn English in the same way as they learn mother
tongue. The language is taught through various activities, demonstration
conversation in the context.

2 It facilitates understanding of English: In this method the learner

acquires the ability to understand directly; what he hears or reads in
English. There is a direct association between objects or English words and
its meaning which facilitate better understanding of English.

3 Fluency of speech: This method emphasis on aural-oral words. There

is not intervention of mother tongue, so students think in English.
Therefore, he finds himself self-confident and easy to express his thought
in speech and writing. Students learning English through this method
converse in English with great fluency.

4 No gap between active and passive vocabularies: If English es

learn through the mother tongue, there is a gap between active and
passive vocabularies. But in direct method there is no use of mother
tongue, students acquires great vocabulary because his attention is
concentrate only on understanding in English.

5 Commands over language: direct method enables students to

acquire a command over English language. As the learners speaks English
all the time whether right or wrong; their primary error disappear and in
few years they acquire the full command over it like a native speakers.

Demerits of direct method:

The followings are the limitation of direct method.

1 Incomplete method: direct method emphasis only on the oral appeal.

It does not suit an average child. This method has one sided approach.
Hence, only those students who have sensitive ear and facile tongue will
benefit by it. It does not good for those children who learn more with their
eyes.

Because their visual appeal is stronger than the aural-oral appeal. So this
method is incomplete.

"Breton says about this method, "only the clever child can be profited by
this method".
2 Greater weaknesses in practice: This method focus mainly on the
drill work. The weakness of this method becomes clear more in practice
than in theory. It gives insufficient attention to reading and written work.

3 Misuse of mother tongue: in direct method, mother tongue is not use

that is why it makes difficult to explain the meaning of each and every
word by English. Students may give some other meaning which is different
from the desired one.

4 Lack of environment:

Lack of another environment is another limitation of direct method.

Especially in our country. A foreign language cannot be taught unless
there is a suitable learning environment. English is taught as a second
language and even as a first language in English medium school, but we
can not stop the use of mother tongue.

5 Suitable teachers are not available: one of the important points is

here; this method can be a useful tool in the hands of an efficient and
resourceful teacher, who has a remarkable command over spoken English.
The incompetent teachers with inherent deficiencies in their English would
do little justice to the language with its verities of tenses, sentences,
structures, voices etc. and it is difficult to find a suitable teacher for this
method of teaching.

Conclusion

The direct method of teaching English originated as a reaction to the

grammar translation method. In this method English is taught to the
students, directly without interference of any other language. The central
idea of this method is the association of words and sentences with their
meanings through dramatization, demonstration, pointing, etc.

Direct method has many advantages as well as disadvantages which

discussed above. To know more you can visit Wikipedia.
The Communicative Language
Approach in ESL Education
 Published On: August 4, 2021

Communicative Language Teaching (CLT) is an approach that aims to achieve

communicative rather than linguistic competence through learner interaction. Born in
the 1980s, this strategy to language teaching is based on the philosophy that, in order
to learn a language, one must practice using that language to communicate meaning
to others.
Teachers who use the CLT approach in English as a Second Language (ESL)
classrooms encourage students to use English. To promote meaningful language
use, ESL teachers can utilize activities that encourage students to speak in the
performance of meaningful tasks. Interaction is both the method and the goal of ESL
education.

Talk the Talk

In an ESL classroom that uses the CLT method, students do most of the talking. This
enables students to practice communicating in English, continuously talking with
each other, rather than listening to an instructor’s lecture. ESL teachers can
encourage students to interact with each other with minimal direct correction. The
intent behind the communicative approach to speaking is to have students practice
English without fear of awkwardness or making mistakes when learning a new
language.
Instead of interrupting or correcting students when they make mistakes, instructors
who utilize the CLT approach might use indirect feedback or conversational
redirections that do not interrupt a conversation. They might reform faulty grammar
(e.g., “his shoes is old” can be answered with, “yes, his shoes ARE old”) to give
students clues for further conversation. However, variables such as age and
proficiency can influence how effective indirect and direct feedback are in
classrooms that utilize the CLT approach.
Real-Life Scenarios
Encouraging meaningful interactions, ESL teachers can utilize a wide variety of
individualized activities and meaningful tasks. Students might engage in role-playing
based on real-life scenarios such as discussing hobbies and popular culture,
negotiating prices when shopping or describing the plot of a book or movie they have
recently enjoyed. The focus is on utilizing real-world situations to allow students to
practice using language for context and content rather than learning about
grammatical rules and structure. Techniques include modeling, repetition, pair and
group work to help students develop communicative competencies.

Working Together
CLT activities are most effective when they allow students to work together in pairs
or groups. This mimics realistic communication that encourages fluency over
grammatical competence. Research has found ESL students usually feel more
confident and comfortable practicing their language skills and ideas when working
with other students. Since they are working with fellow English Language Learners
(ELLs), they often feel safer communicating without fear of making mistakes.
Grouping and pairing students also encourages engagement with in-class activities.
For example, one might have students work together to play a game where they
must describe an object to each other in English so their peers can guess what that
object is. Having students work together not only encourages them to engage with
the language meaningfully, but it also holds the potential to gamify the ESL
classroom and incentivize active participation.
FluentU offers a helpful list of similar “outspoken” activities that incentivize meaningful
communication between classmates, ranging from reverse charades games to mock
television interviews.
Integrate Reading, Writing and Speaking
However, studies have found that these pairing and grouping conversational
techniques alone are not enough to promote active participation in ESL classrooms.
Instructors utilizing the CLT approach might also include work reading, writing and
listening, as these skills are also vital to ELLs’ development as English language
speakers.
The integrated-skills approach to CLT brings these major language talents together in
activities. For instance, teachers might ask students to watch a video online
(listening), post their opinion about it in the comment section (writing) and describe
others’ opinions from the comments section (reading). Activities that integrate
multiple language skills can enhance communication-based ESL education by
offering students the chance to practice multiple skills while also offering teachers a
chance to demonstrate best practices in each of these modes.
Learn more about the University of Louisiana Monroe’s online Master of Education, Curriculum
& Instruction program.