GRANNAR-TRANSLATION METHOD AND DIRECT METHOD.

 GRAMMAR TRANSLATION METHOD AND DIRECT METHOD

The grammar translation method is nothing, it had different names at the backtrack over the years, though.

It was called the classical method since it first introduction was headed into the teaching classical language, "Latin and Greek." This period was used for the students' introduction of foreign language literature. It would endorse students' for the study of the grammar language and would become familiar with the grammar of their native language. This would help them out to speak and write whiting their native own.

According to the teachers who use the Grammar-Translation Method, a fundamental purpos
e of learning a foreign language is to be able to read literature written in the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language. Moreover, it is said that learning a foreign language will provide students through higher mental fort which helps to develop their mindset.

                                  TECHNIQUES

Translation of a literal passage

Students translate a reading passage from the target language inro their native language. The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lesson.

Reading comprehension questions

Students answer questions in the target language based on their understanding of the reading passage. Often the questions arc sequenced so that the first group of questions asks for information contained within the reading passage. 

Antonymous/synonyms

Students arc given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms for a particular set of words.

Cognates

Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. Students arc also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language.

Deductive application of rules

Grammar rules arc presented with examples. Exception to each rule arc also noted. Once students understand a rule, they are asked to apply it to some different examples.

Fill-in-the-blanks

Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses.

Memorization

Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical rules and grammatical paradigms such as verb conjugation.

Use words in sentences

In order to show that students understand the meaning and use of a new vocabulary item, they nuke up sentences in which they use the new words.

Composition

The teacher gives the students a topic to write "hour in the target language. The topic is based upon some aspect of the reading passage of the lesson. 

              THE DIRECT METHOD

As for the Grammar translation method, the direct method isn't out of the blue. its principles have worked on by teacher for many years. later on, recently it was revived as a methodological instruction goal in the effectiveness of how to use a foreign language to communicate.

The direct method has one basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aid s, with no recourse to the students' native language.

Teachers who use the Direct Method intend that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language.

Although the teacher directs the class activities, the student role is less passive than in the Grammar-Translatio n Method. The teacher and the students are more like partners in the teaching/learning process.

TECHNIQUES

Reading aloud

Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student's turn, the teacher uses gestures, pictures, realia, examples, or to her means to make the meaning of the section clear.

Question and answer exercise

Th is exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and gramatical structures.

Getting students self-correct

The teacher of this class has the students self-correct by asking them to ma ke a choice between what they said and an alternative answer he supplied. There are, however, other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said, using a questioning voice to signal to the student that something was wrong with it. Another possibility is for the teacher to repeat what the student said, stopping just before the error.

Conversation practice

The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students questions about themselves. 

Fill-in-the-blank exercise 

This technique has already been discussed in the Grammar-Translation Method but differs in its application in the Direct Method. All the items arc in the targets lang usage; furthermore, no explicit grammar rule would be applied. 

Dictation

The teacher reads the passage three times. The first time the teacher reads it at a nor mal speed, while the students just listen.

Map Drawing

The class include ed one example of a technique used to give students listening comprehension practice. The students were given a map with the geographical features unnamed