1. ELT 213 APPROACHES TO ELT I GRAMMAR-TRANSLATION METHOD WEEK 3
Assist. Prof.Dr. Seden Eraldemir Tuyan

2. Traditional method
Earlier in 20th century, this method was used for the purpose of helping students read and appreciate foreign language literature
Once called ‘Classical Method’: first used in the teaching of classical languages, Latin and Greek
Focus is on the rules of grammar and translation of passages from L1 to L2 or vice versa.

3. Read and appreciate foreign language literature
Purpose of Grammar Translation Method
Read and appreciate foreign language literature
Study of target language grammar helps learn native language grammar and this helps SS speak and write L1 better
Mental exercise of learning (L2) helps Ss grow intellectually

4. Characteristics
Rules of grammar given. Explanations in the native language, and applied in the production of sentences through translation from one language to the other.
Vocabulary learned through direct translation from the native language, in the form of isolated word lists

5. Very little teaching in the target language.
Readings in the target language are translated directly and then discussed in the native language.
Little or no attention to pronunciation.

6. Experience Reading passage: “Life on the Mississippi” by Mark Twain
Each student reads a few lines from the passage
Students translate the excerpt into Spanish
Teacher helps with new vocabulary in Spanish

7. Exercise 1. Reading Comprehension
Ss write the answers to the questions in English
T asks Ss in Spanish if they have questions
Students ask and answer questions one by one
Exercise 2. Vocabulary
Ss give the Spanish translations for the words in the exercise
Ss give antonyms of the words
T explains cognates

8. Exercise 3. Grammar
T explains the use of two-word verbs in Spanish
Ss do phrasal verb activity: put one of the phrasal verbs in the blank
Homework
Ss memorize the Spanish translation for the words given

9. OBSERVATION AND PRINCIPLES

10. 1. Observation: Class reading an excerpt from Mark Twain’s «Life on the Mississipi»
Principle: Literary language is superior to spoken language; aim is to read literature
2. Observation: Ss. translate the passage from Eng to Span
Principle: Translating each language into each other is an important goal for learners

11. 3. Observation: T asks Ss in L1 if they have any questions and answers are provided in L1
Principle: To be able to communicate in L2 is not a goal
4. Observation: Ss write out the answers to reading comprehension questions
Principle: The primary skills to be improved are reading and writing; little attention to speaking and listening; almost not attention to pronunciation

12. 5. Observation: T decides whether an answer is correct or not; T selects a student to give the correct answer; T gives the correct answer
Principle: The authority in the classroom is the teacher; correct answer is important
6. Observation: Ss translate new words from L2 to L1
Principle: All target language words have native language equivalents

13. 8. Observation: Grammar rule for two-word verbs is given
7. Observation: Ss learn that English –ty corresponds to –dad and – tad in Spanish
Principle: Attention is given to similarities between two languages to facilitate learning
8. Observation: Grammar rule for two-word verbs is given
Principle: Important to learn the form of the target language: Focus is on accuracy not on fluency
9. Observation: Ss apply a rule to examples they are given
Principle: Explicit grammar rules are applied deductively

14. 10. Observation: Ss memorize vocabulary
Principle: Language learning provides good mental exercise
11. Observation: Ss state the grammar rules
Principle: Ss should be conscious of the grammatical rules
12. Observation: Ss memorize present tense, past tense, and past participle forms of irregular verbs
Principle: When possible, verb conjugations and other grammatical paradigms are memorized

15. REVIEWING THE PRINCIPLES

16. Goals of teachers:
Help students read literature in target language; so students should know the grammar rules and vocabulary
Studying a foreign language helps students develop their minds.
Role of the teacher & students
Teacher is the authority
Students do what the teacher says.

17. Characteristics of teaching/learning process
Teaching through translating reading texts mostly about the culture of the L2 community
Grammar is taught deductively
Grammatical paradigms are taught.
Nature of student-teacher and student-student interaction
From teacher to students.

18. Feelings of the students
No principles for this area.
The way language/culture is viewed
Literary language is superior to spoken language
Culture is viewed as literature and fine arts.
Language/language skills emphasized
Vocabulary and grammar are emphasized
Reading and writing are primary skills
Less attention to speaking and listening
Almost no attention to pronunciation.

19. Role of students’ native language
Language in class is mostly L1
Meaning of L2 is made clear through translation.
Evaluation
Written texts are translated
Questions about target culture
Application of grammar rules.
Error correction
Correcting students’ errors is very important.

20. TECHNIQUES

21. Translation of a literary passage
Students translate a reading passage from the target language into their native language
Vocabulary and grammatical structures in the passage are studied.
The passage may be a literary text or a text written by the teacher with a focus on particular grammar rules and vocabulary.
Translation may be spoken or written or both
Idioms and the like are not translated literally but it should show that they understand their meaning.

22. Reading Comprehension
Students answer questions in the target language
Questions are sequenced:
Asking for information
Making inferences
Relating the passage to their own experiences.

23. Antonyms / Synonyms
Students find antonyms/synonyms of the given words in the reading text
Students define a set of words present in the reading text.

24. Cognates
Students are taught cognates with a focus on the spelling or sound patterns that correspond between the languages
Students memorize the words that look like cognates but have different meanings in the native language.

25. Deductive application of rule
Grammar rules are presented with examples
Exceptions to the rules are also mentioned
Students apply the rules to some different examples.

26. Fill-in-the-blanks Students fill in the sentences with missing words
Blanks are about new vocabulary items and particular grammar types (prepositions, verbs with different tenses, etc.).

27. Memorization
Students memorize lists of L2 vocab and their L1 equivalents given to them
Grammatical rules and grammatical paradigms are also memorized.

28. Use words in sentence
Students make up sentences with new vocabulary items.

29. Composition
Students write about a topic (given by the teacher) based on the reading passage
Students prepare a summary of the reading text.