Importance Of Grammar Translation Method

According to Rogers et al. (1986) Grammar translation method of second language teaching is one of the most traditional method. This method was originally associated with the teaching of Latin and Greek. Basically its significance is on translating language to the opposite, during the practice of this technique learners have no difficulties to grasp the lesson because it is meted out in the mother tongue. Additionally, this method is labor saving because the teacher carries out all the lessons in the native language.

This method enhances with the cognitive theory because it supports technical learning. in this method, understanding of the language is more important than, the language itself explicit grammatical explanations. The rules are

The good part about this method is that it is good at “teaching about the language”, not “teaching the language”. Speaking or any kind of spontaneous creative output was missing from the curriculum. Students lacked an active role in the classroom. Very little attention is paid to communication and translation is sometimes misleading. However, I reject this method because it focuses on competence not performance, it does not take into account how learners perform.

• Direct method

The main focus of this method is on good communication, with spontaneous use of the language, no translation, and little grammar analysis. The direct method is based on the direct involvement of the student when speaking and listening to the foreign language in common everyday situations. The focus of the lessons is on good pronunciation, often introducing learners to phonetic symbols before they see standard writing examples.

In his book, R. Brown (1994:56) explains that the direct method wasn’t successful in public schools because of “constraints of budget, classroom size, time, and teacher background (native speakers or native like fluency) made such a method difficult to

It rejects the use of the mother tongue and both stress that speaking and listening competences preceded reading and writing competences. According to Lake 2013, the audio-lingual method typically includes drills and pattern repetition. There are four parts to this method: Repetition (the students repeat what the teacher says. Inflection (the teacher says a word; the students say another form of one of the words back to the teacher. Replacement (the teacher says a sentence and the students replace one of the words for a different word) and Restatement in which the teacher says a sentence and the students rephrase the sentence. This method uses dialogues as the chief means of presenting the language and stresses certain practise techniques such as pattern drills, mimicry. Listening and speaking were brought right to the centre of the stage in this