An extension of the approach used to teach classical Ls to the teaching of modern L Grammar translation approach *Characteristics * Instruction is given in the native L of the students. * There is little use of the target L for communication. * Focus is on grammatical parsing; the form and inflection of words. * There is early reading of difficult texts. * A typical exercise is to translate sentences from the target L into the mother tongue ,VS * The result of this approach is usually an inability on the part of the student to use the L for communication.
The teacher does not have to be able to speak the target L celce-murcia, Marianne , Teaching English as a Second or Foreign Language 6page, Heinle, Cengage Learning] The accuracy of the sentences mainly depends on the leaner’s mastery of grammar With this model, language structures are presented by the teacher, then practiced in the form of spoken or written exercises, and then used by learners in less controlled speaking or writing activities. GTA helps improve student’s mastery of grammar, but students cannot use these rules flexibly and appropriately in communication.
That is to say, the traditional GTM has its disadvantages which prevent the students from developing their communicative competence *Weakness 1) Teacher-centered. As a result, classroom time is mainly spent on the teachers’ elaborate explanation of English grammar rules, while all the students are either listening or taking notes. – Little attention to communicative competence students accept the English knowledge passively. Little use of the language typical exercise is to translate sentences from L2 into L1 or vice versa; lack of communicative opportunities| 2) Memorization and rote learning are the basic learning techniques, which cannot help to arouse students’ interest, build their self-confidence or improve their communicative strategies in English learning and even makes them fear English grammar learning.
The Term Paper on The Effect Of The Graphic Organizer Strategy On University Students’ English Vocabulary Building
... that allow teachers to examine students’ learning on a particular topic, assess ongoing learning, and ... specialties but not other general, everyday communicative vocabulary items that are used ... they were trained on using English-English dictionaries and English-Arabic dictionaries for identifying ... 2003). Therefore, a student’s existing language proficiency in vocabulary, grammar and idioms plays ...
Lessons begin with dialogues and anecdotes in modern conversational style -Actions and pictures are used to make meanings clear -Grammar is learned inductively Literary texts are read for pleasure and are not analyzed grammatically -The target culture is also taught inductively -The teacher must be a native speaker or have nativelike proficiency in the target L [celce-murcia, Marianne , Teaching English as a Second or Foreign Language 6page, Heinle, Cengage Learning] The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt.
All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday’ language is taught. *Weakness The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first when in fact the conditions under which a second language is learnt are very different. +) guess from the saying ‘Reading A; the next A of Direct A, is a reaction to the problems experienced in implementing the Direct A; reading was viewed as the most usable skill’ – in the book that already referred, A has been criticized on the fact that they almost ignore the importance of reading.
