The Grammar-Translation Method: A historical teaching method?

Introduction

The Grammar- Translation method (GTM) is aimed at cultivating reading in the foreign language by learning through the native language (Larsen- Freeman & Anderson, 2016). A unique characteristic of this method is noted by Natsir and Sanaya (2014) as the influence of the native language in language learning. In this regard, the native language is used in the teaching and learning process.

This entry aims to reflect on my experience with the GTM method to determine its strengths, weaknesses and applicability in the Malaysian classroom.

Strengths

Role of native language

The strengths of GTM include the ability to understand the foreign language through the native language.

Swain, Kirkpatrick and Cummins (2011) states that the use of the native language in GTM promotes comprehensible input.

As a learner in the GTM approach, I found that the use of my first language (L1), English enabled me to understand the Bahasa Melayu text “Kura- kura dan Arnab”.

However, in my school experience in the Malaysian classroom, the L1 is Bahasa Melayu catered to the majority of Malay students. The use of Malay occasionally was redundant as well as confusing for my learning of English.

Nonetheless, Lin (2015) argues that in order for maximum comprehensible input is not possible without ability to understand the target language. Here, as a recipient of the GTM approach, I observed the increased motivation of my international peers as they were able to understand some aspects of the text through the medium of instruction in their L1.

Therefore, GTM is advantageous to beginner level language learners as it provides compressible input.

Weaknesses

Grammar taught deductively

The GTM approach centralises on learning the structures of grammar deductively.

Lasen-Freeman and Anderson (2016) asserts that the primary weakness of GTM is the rote- memorization of grammar rules and structures.

Here, as a learner I did not receive sufficient input and opportunities to use the Malay language.

During the end of the teaching demonstration, there was an allocated time invested in teaching the subject and predicate rule. As a learner, I found this part of the lesson challenging as I was made to understand the grammar structures of the target language with skeletal sentences derived from the text. In my opinion, this section could have been improved if there are more examples of sentences taken from a longer text.

Thus, the GTM approach is disadvantageous as it teaches grammar in isolation with lack of input from the target language.

Consideration

In my opinion, the GTM approach is applicable in the Malaysian classroom as it has historically been implemented in foreign language learning. The strengths of GTM could be observed in terms of the bigger role played by the native language which was important for my beginner level classmates to learn the Malay language. On the other hand, deductive grammar teaching in GTM led to the lack of practice in the language itself as there was minimal input of the Malay language.

References

Larsen-Freeman, D., & Anderson, M. (2016). Techniques and Principles in Language

Teaching 3rd

edition-Oxford Handbooks for Language Teachers. Oxford university press.

Lin, A. M. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and

Curriculum, 28(1), 74-89. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/07908318.2014.1000926

Natsir, M., & Sanjaya, D. (2014). Grammar Translation Method (GTM) Versus

Communicative

Language Teaching (CLT); A Review of Literature. International Journal of Education & Literacy Studies, 2(1), 58. Retrieved from: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=grammar+translation+method+versus+communivative+language+natsir&btnG

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching 3rd

edition. Cambridge university press.

Swain, M., Kirkpatrick, A., & Cummins, J. (2011). How to have a guilt-free life using

Cantonese in the English class. A handbook for the English language teacher in Hong Kong. Hong Kong: Research Centre into Language.