Characteristics of Grammar-Translation Methods

Language acquisition theory and the theory of task-based learning.

Language acquisition theory (Stephen d. Krashen) states that adults have two distinct and independent ways of developing competence in a second language. The first way is language acquisition, a subconscious process similar, if not identical, to the way children develop ability in their first language. It is implicit, informal and natural learning, "picking-up" a language when language acquirers are aware of the fact that they are using language for communication. The second way to develop competence in FLT is by language learning. The term learning refers to conscious knowledge of foreign language, knowing the rules, being aware of grammar, and being able to talk about them, "knowing about" a language. Acquiring a language is more successful and longer lasting than learning it, in Krashen’s opinion.

The theory of Task-Based Lerning (TBL) is focused not so much on the nature of language input but rather on the learning tasks that students are involved in. Tasks in TBL are understood as activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome. Six types of tasks can be distinguished within the framework: listing, ordering and sorting, comparing, problem solving, sharing personal experiences, creative tasks (projects). Teacher’s job is to maximize opportunities for learners to put their limited language to genuine use and to create a more effective learning environment. TBL is essentially different from another very common paradigm for language teaching - that of PPP (presentation, practice, production). Offering an alternative framework to the PPP model, TBL is based on the principles of learner-based approach.

As it was mentioned above methods and approaches may differ in their theoretical background, their focus and goals, views on teacher and learner roles, typical techniques and forms of interaction, attitude to errors and use of mother tongue, role of instructional materials, etc. Each of them has its own strengths, weaknesses, opportunities and threats (SWOT).

The analytical Grammar Translation Method is aimed at analyzing and studying the grammatical rules of language, usually in an order roughly matching the traditional order of the grammar of Latin, and then to practice manipulating grammatical structures through the means of translation both into and from the mother tongue. The method is very much based on the written word and texts are widely in evidence. A typical procedure is to present the rules of a particular grammar item, illustrate its use including the item several times in a text, and practice using the item through writing sentences and translating it into the mother tongue.

The result of this approach is usually an inability on the part of the student to use language for communication.

Strengths of the method/approach are farming good academic knowledge of the target language, training grammar accuracy and developing students’ memory.

Weaknesses lie in the sphere of using language for communicative purposes, lack of development of communicative skills, little if any experience of speaking and listening.

At the same time, the approach gives students opportunities to read classical literature and have some knowledge of history of the country. Besides, it provides translation practice.

Threats of the approach are first of all in demotivating learners with boring, mechanical exercises where meaning is not important but an accurate form is a must.

Дата добавления: 2017-01-13