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This paper intends to analyze the Grammar-Translation Method (GTM) on the basis of the perspectives of Complementary Law from Hexagram in Chinese I-Ching, and to answer the 3 questions regarding GTM: 1). Is the combination of Teacher and Student in GTM settings optimal? 2) Is the combination of Material and Methodology in GTM settings optimal? 3) Is the combination of Objective and Assessment in GTM settings optimal? This paper starts with the analysis of the six variables (in three pairs) involved in GTM settings; namely, teacher-student, objective-assessment, and material-methodology. Each of these variables was specified as yin or yang, depending on its individual feature, and then was examined through the Complementary Law of Chinese I-Ching. The results indicate that the overall effect of GTM is less desirable than expected, as there are two imbalances that exist between Methodology-Material, and between Assessment and Objective. Suggested solutions include replacing behavioral mode of instruction with a constructivist one in Methodology, or to changing product-oriented assessment into process-oriented one in GTM settings. As I-Ching was originally developed as a qualitative interpretation, more empirical validation of its accuracy and application is needed.
The aim of the present paper was to discover The Grammar-Translation Method features in light of the principles of use of L1 in the classroom, improving autonomy and motivation. The problem that the GTM had been seen and used as a classical method for language learning and it had negative side effects such as decreasing learner autonomy and motivation, undermining the effectiveness of the learning by using L1 as a focus language in the classroom atmosphere, was questioned in this study. It was conducted through both quantitative research technique such as a questionnaire survey including close ended questions and qualitative research technique such as open ended questions all of which aimed to elicit 25 university learners' views on the GTM and its effectiveness on their language experiences in Turkey. The results showed that GTM was an ineffective method on its own and affected the language learning in a negative way that the students became the learners who had limited second language acquisition despite their language learning for years.
IV international scientific conference
Characteristic features of grammar-translation method2023 •
The article elaborates the characteristic features of Grammar-translation method. Though it is one of the oldest traditional methods, it is still being used by a great amount of teachers. The most considerable advantage of this method is a systematic study of grammar. The usage of native language while applying this method leads to deep comprehension of language input. The students understand the structure of the language profoundly when comparing native language with the target language. Though reading and writing skills are developed significantly through this method, there is no much focus on speaking and listening skills
Journal on English as a Foreign Language
The use of grammar translation method in teaching English2015 •
This study aims to describe the patterns of Grammar Translation Method (GTM) and to know the reasons why the teachers used the method. Descriptive qualitative method was applied. The subjects were two English teachers at the seventh grade of SMP Negeri 1 Palangka Raya. It was used observation and questionnaires to collect the data. The data reduction, data display, and conclusion drawing were applied for data analysis. The findings show nine major patterns of GTM applied: (1) The classes were taught mainly in mother tongue; (2) the vocabulary was taught in the form of lists of isolated words; (3) the grammar provided the rules for putting words together; (4) it focused on the form and inflection of words; (5) the reading difficult classical texts were begun early; (6) it was little attention to the content of the texts; (7) the drills were exercises in translating; (8) it was little attention to pronunciation; and (9) it focused on accuracy. Meanwhile, the reasons of the teachers us...
Teaching English as a Foreign Language or as a Second Language implies the use of a whole linguistic approach that requires the use of various methods and techniques which are analytically provided in depth through the theories of psycholinguistics. Considering that learning a foreign language may seem to be a complex task, a comparison between the Grammar Translation Method and Task-Based Language Teaching is intended to be analyzed throughout this essay so as to have a deeper view of its strengths, weaknesses and its possible outcomes. Nothing is ever definite, a method that works best for an X educator might not be equally effective for a Y educator. However, the method, technique or approach used should be geared towards the way a student best acquires the subject matter at task.
International Journal of English Language & Translation Studies
Grammar Based Translation Method in Translation TeachingTranslating ability requires mastery over two languages. Although this training is not aimed at shaping the participants into professional translators, translation skills are needed for academic excellence. To have these abilities, students should comprehend the language structure in L1 and L2. Therefore, this article elaborates on the use of Grammar Translation Method in teaching translation to students who are not majoring in translation. The sample of this research consists of 62 students from the Department of Economics and Engineering, University of North Sumatra. The research method used is experimental method with pretest and posttest design. The results of the data analysis show that translation teaching by the GMT method can improve the students' ability to render the text from L1 to L2 and vice versa. The students' commentaries implied the willingness to improve their vocabulary in L2.
The researcher studied the effectiveness of Grammar Translation method in learning English. This method of teaching is used to learn the foreign languages. In Pakistan 'English' is the second language of people. In Educational institutes English is taught a compulsory subject. It is being taught through different methods. Grammar Translation Method is the oldest method of learning any language. So, here in our country it is widely used to learn foreign languages. In this paper, effectiveness of this method is proved through quantitative research. As a tool, a questionnaire is used to know about the views of learners that how much facilitated they are in learning English by using this method.
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