The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development. It originated from the practice of teaching Latin; in the early 16th century, students learned Latin for communication, but after the language died out it was studied purely as an academic discipline. When teachers started teaching other foreign languages in the 19th century, they used the same translation-based approach as had been used for teaching Latin. The method has been criticized for its shortcomings.[1]
The overall concept of grammar–translation has been criticized since few verifiable sources support the existence of such a method until the 19th century.[2]
History and philosophy
The grammar–translation method originated from the practice of teaching Latin.[citation needed] In the early 16th century, Latin was the most widely studied foreign language because of its prominence in government, academia and business. However, the use of Latin then dwindled and was gradually replaced by English, French and Italian. After the decline of Latin, the purpose of learning it in schools changed. Previously, students had learned Latin for the purpose of communication, but it came to be learned as a purely academic subject[citation needed].
Throughout Europe in the 18th and the 19th centuries, the education system was formed primarily around a concept called faculty psychology. The theory dictated that the body and mind were separate and the mind consisted of three parts: the will, emotion and intellect. It was believed that the intellect could eventually be sharpened enough to control the will and emotions by learning Greek and Roman classical literature and mathematics.[3] Additionally, an adult with such an education was considered mentally prepared for the world and its challenges.
At first, it was believed[by whom?] that teaching modern languages was not useful for the development of mental discipline and so they were left out of the curriculum.[citation needed] When modern languages began to appear in school curricula in the 19th century, teachers taught them with the same grammar–translation method as was used for Classical Latin and Ancient Greek in the 18th century.[4] Textbooks were therefore essentially copied for the modern language classroom. In the United States, the basic foundations of the method were used in most high school and college foreign language classrooms.
Principles and goals
There are two main goals to grammar–translation classes. One is to develop students' reading ability to a level where they can read literature in the target language.[5] The other is to develop students' general mental discipline.
Users of foreign language want to note things of their interest in the literature of foreign languages. Therefore, this method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only. As a result, speaking and listening are overlooked.[6]
Method
Grammar–translation classes are usually conducted in the students' native language. Grammatical rules are learned deductively; students learn grammar rules by rote,[7] and then practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences being translated than to their content. When students reach more advanced levels of achievement, they may translate entire texts from the target language. Tests often involve translating classical texts.
There is usually no listening or speaking practice, and very little attention is placed on pronunciation or any communicative aspects of the language. The skill exercised is reading and then only in the context of translation.
Materials
The mainstay of classroom materials for the grammar–translation method is textbooks, which, in the 19th century, attempted to codify the grammar of the target language into discrete rules that students were to learn and memorize. A chapter in typical grammar–translation textbooks would begin with a bilingual vocabulary list and then grammatical rules for students to study and sentences for them to translate.[8] Some typical sentences from 19th-century textbooks are as follows:
The philosopher pulled the lower jaw of the hen.
My sons have bought the mirrors of the Duke.
The cat of my aunt is more treacherous than the dog of your uncle.[9]
Reception
The method by definition has a very limited scope. Because speaking and any kind of spontaneous creative output were excluded from the curriculum, students would often fail at speaking or even letter-writing in the target language. A noteworthy quote describing the effect of the method comes from Bahlsen, a student of Plötz, a major proponent of this method[citation needed] in the 19th century. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules".[10]
According to Richards and Rodgers, the grammar–translation has been rejected as a legitimate language teaching method by modern scholars:
[T]hough it may be true to say that the Grammar-Translation Method is still widely practiced, it has no advocates. 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.[11]
The grammar–translation method was the standard way languages were taught in schools from the 17th to the 19th centuries. Despite attempts at reform from Roger Ascham, Montaigne, Comenius and John Locke, no other methods then gained any significant popularity.
Later, theorists such as Viëtor, Passy, Berlitz, and Jespersen began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar–translation was missing. They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar–translation, students lacked an active role in the classroom, often correcting their own work and strictly following the textbook.
Despite all of these drawbacks, the grammar–translation method is still the most used method all over the world in language teaching[citation needed]. That is unsurprising since most language proficiency books and tests are in the format of grammar–translation method.
References
^Zhou, G. & Niu, X. (2015). Approaches to language teaching and learning. Journal of Language Teaching and Research, 6(4), p. 798[1]
^Hatfield, Gary (1997). Easton, Patricia (ed.). Logic and the Workings of the Mind: The Logic of Ideas and Faculty Psychology in Early Modern Philosophy. Ridgeview Publishing Co. pp. 21–45.
^Kho, Mu-Jeong (2016). How to Implant a Semiotic and Mathematical DNA into Learning English, Seoul: Booklab Publishing Co. ISBN979-11-87300-04-5 (53740), 261 pages.
^Richards, Jack C.; Rodgers, Theodore S. (2014-04-16). Approaches and methods in language teaching (Third ed.). New York. ISBN9781107675964. OCLC 864808581.
Bonilla Carvajal, C. A. (2013) "Grammar-Translation Method": A linguistic historic error of perspective: Origins, dynamics and inconsistencies. Praxis & Saber, 4(8) ISSN-e 2216-0159
Chastain, Kenneth. The Development of Modern Language Skills: Theory to Practice. Philadelphia: Center for Curriculum Development,1971.
Rippa, S. Alexander 1971. Education in a Free Society, 2nd. Edition. New York: David McKay Company, 1971.
Richards, Jack C.; Rodgers, Theodore S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge, New York: Cambridge University Press.
Rivers, Wilga M. Teaching Foreign Language Skills, 2nd Edition. Chicago: University of Chicago Press, 1981.
Kho, Mu-Jeong (2016). How to Implant a Semiotic and Mathematical DNA into Learning English, Seoul: Booklab Publishing Co. ISBN979-11-87300-04-5 (53740), 261 pages.
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The grammar translation method is a method of teaching foreign languages derived from the classical sometimes called traditional method of teaching Ancient Greek and Latin In grammar translation classes students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language Advanced students may be required to translate whole texts word for word The method has two main goals to enable students to read and translate literature written in the source language and to further students general intellectual development It originated from the practice of teaching Latin in the early 16th century students learned Latin for communication but after the language died out it was studied purely as an academic discipline When teachers started teaching other foreign languages in the 19th century they used the same translation based approach as had been used for teaching Latin The method has been criticized for its shortcomings 1 Contents 1 Criticism of term 2 History and philosophy 3 Principles and goals 4 Method 5 Materials 6 Reception 7 Influence 8 References 9 SourcesCriticism of term EditThe overall concept of grammar translation has been criticized since few verifiable sources support the existence of such a method until the 19th century 2 History and philosophy EditThe grammar translation method originated from the practice of teaching Latin citation needed In the early 16th century Latin was the most widely studied foreign language because of its prominence in government academia and business However the use of Latin then dwindled and was gradually replaced by English French and Italian After the decline of Latin the purpose of learning it in schools changed Previously students had learned Latin for the purpose of communication but it came to be learned as a purely academic subject citation needed Throughout Europe in the 18th and the 19th centuries the education system was formed primarily around a concept called faculty psychology The theory dictated that the body and mind were separate and the mind consisted of three parts the will emotion and intellect It was believed that the intellect could eventually be sharpened enough to control the will and emotions by learning Greek and Roman classical literature and mathematics 3 Additionally an adult with such an education was considered mentally prepared for the world and its challenges At first it was believed by whom that teaching modern languages was not useful for the development of mental discipline and so they were left out of the curriculum citation needed When modern languages began to appear in school curricula in the 19th century teachers taught them with the same grammar translation method as was used for Classical Latin and Ancient Greek in the 18th century 4 Textbooks were therefore essentially copied for the modern language classroom In the United States the basic foundations of the method were used in most high school and college foreign language classrooms Principles and goals EditThere are two main goals to grammar translation classes One is to develop students reading ability to a level where they can read literature in the target language 5 The other is to develop students general mental discipline Users of foreign language want to note things of their interest in the literature of foreign languages Therefore this method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only As a result speaking and listening are overlooked 6 Method EditGrammar translation classes are usually conducted in the students native language Grammatical rules are learned deductively students learn grammar rules by rote 7 and then practice the rules by doing grammar drills and translating sentences to and from the target language More attention is paid to the form of the sentences being translated than to their content When students reach more advanced levels of achievement they may translate entire texts from the target language Tests often involve translating classical texts There is usually no listening or speaking practice and very little attention is placed on pronunciation or any communicative aspects of the language The skill exercised is reading and then only in the context of translation Materials EditThe mainstay of classroom materials for the grammar translation method is textbooks which in the 19th century attempted to codify the grammar of the target language into discrete rules that students were to learn and memorize A chapter in typical grammar translation textbooks would begin with a bilingual vocabulary list and then grammatical rules for students to study and sentences for them to translate 8 Some typical sentences from 19th century textbooks are as follows The philosopher pulled the lower jaw of the hen My sons have bought the mirrors of the Duke The cat of my aunt is more treacherous than the dog of your uncle 9 Reception EditThe method by definition has a very limited scope Because speaking and any kind of spontaneous creative output were excluded from the curriculum students would often fail at speaking or even letter writing in the target language A noteworthy quote describing the effect of the method comes from Bahlsen a student of Plotz a major proponent of this method citation needed in the 19th century In commenting about writing letters or speaking he said he would be overcome with a veritable forest of paragraphs and an impenetrable thicket of grammatical rules 10 According to Richards and Rodgers the grammar translation has been rejected as a legitimate language teaching method by modern scholars T hough it may be true to say that the Grammar Translation Method is still widely practiced it has no advocates 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 11 Influence EditThis section does not cite any sources Please help improve this section by adding citations to reliable sources Unsourced material may be challenged and removed November 2019 Learn how and when to remove this template message The grammar translation method was the standard way languages were taught in schools from the 17th to the 19th centuries Despite attempts at reform from Roger Ascham Montaigne Comenius and John Locke no other methods then gained any significant popularity Later theorists such as Vietor Passy Berlitz and Jespersen began to talk about what a new kind of foreign language instruction needed shedding light on what the grammar translation was missing They supported teaching the language not about the language and teaching in the target language emphasizing speech as well as text Through grammar translation students lacked an active role in the classroom often correcting their own work and strictly following the textbook Despite all of these drawbacks the grammar translation method is still the most used method all over the world in language teaching citation needed That is unsurprising since most language proficiency books and tests are in the format of grammar translation method References Edit Zhou G amp Niu X 2015 Approaches to language teaching and learning Journal of Language Teaching and Research 6 4 p 798 1 Bonilla Carvajal 2013 p 247 sfn error no target CITEREFBonilla Carvajal2013 help Hatfield Gary 1997 Easton Patricia ed Logic and the Workings of the Mind The Logic of Ideas and Faculty Psychology in Early Modern Philosophy Ridgeview Publishing Co pp 21 45 Richards amp Rodgers 2001 p 2 Richards amp Rodgers 2001 p 5 Kho Mu Jeong 2016 How to Implant a Semiotic and Mathematical DNA into Learning English Seoul Booklab Publishing Co ISBN 979 11 87300 04 5 53740 261 pages Richards Jack C Rodgers Theodore S 2014 04 16 Approaches and methods in language teaching Third ed New York ISBN 9781107675964 OCLC 864808581 Richards amp Rodgers 2001 p 4 Titone 1968 p 28harvnb error no target CITEREFTitone1968 help cited in Richards amp Rodgers 2001 p 4 Bahlsen Leopold 1905 The Teaching of Modern Languages Boston Ginn amp Co pp 12 Richards amp Rodgers 2001 p 7 Sources EditBonilla Carvajal C A 2013 Grammar Translation Method A linguistic historic error of perspective Origins dynamics and inconsistencies Praxis amp Saber 4 8 ISSN e 2216 0159 Chastain Kenneth The Development of Modern Language Skills Theory to Practice Philadelphia Center for Curriculum Development 1971 Rippa S Alexander 1971 Education in a Free Society 2nd Edition New York David McKay Company 1971 Richards Jack C Rodgers Theodore S 2001 Approaches and Methods in Language Teaching 2nd ed Cambridge New York Cambridge University Press Rivers Wilga M Teaching Foreign Language Skills 2nd Edition Chicago University of Chicago Press 1981 Kho Mu Jeong 2016 How to Implant a Semiotic and Mathematical DNA into Learning English Seoul Booklab Publishing Co ISBN 979 11 87300 04 5 53740 261 pages https blog tjtaylor net method direct grammar Retrieved from https en wikipedia org w index php title Grammar translation method amp oldid 1143861168, wikipedia, wiki, book, books, library,
