ntroduction !istorical back"round Ob#ecti$es The characteristics o% the GTM nteraction &tudents' / teachers' roles &tudents' nati$e lan"ua"e The emphasied skills o% lan"ua"e Materials and techniues Conclusion*ad$anta"es and disad$anta"es o% GTM +e%erences
Introduction ,o-ada.s it is -ell kno-n that n"lish is the most -idel. studied %orei"n lan"ua"e in all o$er the -orld i$e hundreds .ears a"o it -as Latin t -as the dominant lan"ua"e o% education commerce reli"ion and "o$ernment in the 3estern -orld 4ecause o% some political chan"es in urope it -as "raduall. replaced b. other lan"ua"es
Historical bac kground background
n the ei"hteenth centur. the modern lan"ua"es entered the curriculum o% uropean schools The. -ere tau"ht in the same -a. that -as used %or teachin" Latin Te5tbooks consisted o% statements o% abstract "rammar rules lists o% $ocabular. and sentences %or translation &peakin" the %orei"n lan"ua"e -as not the "oal -hat -as important is the "rammatical s.stem o% a lan"ua"e This approach to %orei"n lan"ua"e teachin" became kno-n as the "rammar translation method t -as also called the classical method since it -as %irst used in teachin" classical lan"ua"es mainl.* Latin and Greek
O bjectives Objectives • n GTM the ob#ecti$es o% stud.in" a %orei"n lan"ua"e are* +ead
its literature 4ene%it %rom the intellectual de$elopment and mental discipline &tud. "rammar rules to use them in translation Master the sentence structure
The characteristics of GTM • The principle characteristics o% GTM are* Learn
a %orei"n lan"ua"e to read its literature 6pproach a lan"ua"e throu"h a detailed anal.sis o% its "rammar rules Learn the %orei"n lan"ua"e "rammar to be %amiliar -ith the nati$e lan"ua"e "rammar then to be better in readin" and -ritin" it The emphasis is on readin" and -ritin"
7ocabular. are tau"ht throu"h bilin"ual -ord list and "rammar rules are presented and practiced The sentence is the basic unit o% teachin" and lan"ua"e practice 6ccurac. is emphasied to attain hi"h standards in translation to be able to pass the %ormal -ritten e5ams Grammar is tau"ht deducti$el. b. presentin" a stud.in" "rammar rules that are practiced throu"h translation e5ercises The nati$e lan"ua"e is the medium o% instruction o% the ne- items to enable comparison bet-een nati$e lan"ua"e and tar"et lan"ua"e
Interaction The
dominant kind o% interaction is* Teacher8students since the teacher all the time asks uestions "i$es instructions and "ets students' ans-ers -ithout an. discussion
Teacher’s roles • • • • •
Teacher8centred class !e is the master Gi$es instructions 6sks uestions Corrects mistakes
Students’ roles • • • •
9assi$e learners +ecei$e thin"s Memorie +ead and -rite and ask uestions %rom time to time i% the. are allo-ed
The use of students’ native lan guage language • The teacher e5plains and "i$es instructions in students' s nati$e lan"ua"e but it is not e%%ecti$e because there -ill happen an inter%erence o% structures o% both lan"ua"es
The em phasied skills emphasied Grammar*
s tau"ht deducti$el. because "rammar rules are hi"hli"hted and e5plained then practiced in some e5ercices The method stresses on %our skills or lan"ua"e components mainl.* +eadin" -ritin" "rammar and $ocabular.
Materials and techn i!ues techni!ues o The onl. material that the teacher uses is the te5t book o The teacher uses some techniues and acti$ities in teachin" as* 8 6skin" and ans-erin" 8 Translation 8 Memoriation 8 9racticin" "rammar rules throu"h e5ercises
"onclusion
#dvanta ges of GTM #dvantages • :se%ul %or academic learnin" • ;e$elop readin" and -ritin" skills •
$isadvanta ges of GTM $isadvantages • &tudents translate but do not produce • Little conte5tualiation o% "rammar %or real communication • rror correction • ocus on accurac. not %luenc. • ,e"lects the listenin" and speakin" skills
%eferences • 6pproaches and Methods in Lan"ua"e teachin" b. +ichards and +od"ers • Teachin" b. 9rinciples b. ;ou"las 4ro-n
