GTM, DM,GTM vs DM, Language Learning and Teaching methods , Grammar translation method vs Direct method

Grammar translation method vs direct method along with the objectives aims, advantages,disadvantages ,origin and failure

1. Aeliya Raza Language learning methods

2. Overview of Grammar Translation Method and Direct Method. Advantages and Disadvantages. Cause of failure or insufficiency. Comparative Analysis of techniques and Goals Methodology Exercises for both methods Conclusion. Difference between Grammar Translation Method and Direct Method

3. Grammar Translation Method emphasizes on the teaching of the second language grammar ; its principal practice techniques is translation from and into the target language. ( H.H. Stern: Fundamental concepts of language Teaching,1983) Grammar Translation Method

4. GTM was very famous in the mid nineteenth century 1840,in England and European countries. Its proponents were Seidenstucker Plotz, H.S. Ollendroff and Meidinger . Ollendroff in 1840 was the first who used the combination of grammatical rules and extensive translation practices. In the mid 19th century Seidenstucker and Plotz use GTM in the teaching of German language. History and Origin

5. GTM’ main focus was to make learners competent in reading foreign literature. GTM was a method to develop intellectual skills for learners. It laid stress that as long as the grammar rules of a foreign language are in practice, learners will be sharp and improving their Native Language as well. Main objectives

6. Howatt has described the main flaw that new comers in this method have made it complex just to make the people realize that other European Languages were not easy than Classical Languages ,as it was a general perception due to long status-Quo of Latin and Greeks. Only focus on Secondary skills. Cramming useless and extensive vocabulary list and Grammatical rules. linguistics grounds left untouched. Why not sufficient?

7. Native language prime learners for the Foreign language. Mental drill Memorization improves Reading and Writing Improves Easy method to evaluate the leaners. Extensive dependence on Native Language. Thinking in foreign language ceases. Making learners slow. Passiveness for oral situation. Contextual and Situational implementation is almost zero Advantages and disadvantages

8. According to Diller Direct Method has one basic rule: “no translation is allowed. In fact, the method derives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students’ native language.” Direct method

9. Henry sweet explained very well that all the previous methods like Grammar Translation Method, Reform movement, Natural method, Psychological method and Phonetic method were not true to their views as what these methods were claimed for, not turned out like that . In the late 19 th century a new method was presented by the great contributions of reformers like Berlitz and Gouin , along with Sauveur and Franke History and origin

10. DM presents a shift from literary language to the spoken everyday language. It focus on the teaching target language as a second language and not as the foreign language. In Direct method course of instruction must be and should be in target language and not in native language. Language teaching means should be changed rather ends. Main objectives

11. Not useful for public schools. Emphasizes on the trained teachers. Lengthy explanation for association. Restricted study hours. Linguistics left untouched. Why not sufficient?

12. A comprehensive approach combining inventiveness and theoretical grounds. Abandon tradition instruments. Improves teachers’ training and techniques. Shifts from ends towards means. Emergence of new methods like Audio-lingual and Audio visual methods. Association in target language leads to misconception. Shortage of skilled teachers. Expensive method Curtail study hours. Secondary skills ignored. Advantages and Disadvantages

13. Nora “it is really so long since we met? Yes, so it is . Oh! The last eight years have been a happy time, I can tell you. And now you have come to town? All that long journey in the mid winter! How brave of you!” Nora “it is really so long since we met? Yes, so it is . Oh! The_____ eight years have been a happy ____ , I can tell you. And now you have come to town? All that long journey in the______! How brave of you!” Methodological Exercise (GTM)

14. 1. Translate the passage into Urdu 2. Comprehension questions: Nora was happy in last eight years or now she is happy? Do you believe that time changes every situation? Have you ever experienced in your own life” Time as a healer?” 3. Find antonyms: Short Cowardice Summer Sad 4. Find Synonyms of these words from text: Felicity Greed Courageous 5. Translate these words from text: Really Since Now 6. Fill in the blanks in the passage: Past Period Freezing weather 7. Memorize the new vocabulary.

15. Methodological Exercise (DM)

16. Pakistan is situated in the continent Asia. Its neighboring countries are India, Iran , Afghanistan and china. India is in the east of Pakistan, Iran is in the south-west of Pakistan. China is in the north, Afghanistan is in the west and the boarder line between Afghanistan and Pakistan is known as “Durand line”. In the south there is Arabian Sea. There are many important mountain ranges in Pakistan.

17. What does the “mountain range” means? What does the word “Between” means? Are we looking at a map of India? Are we looking at a map of Pakistan? Is India in the east of Pakistan? Where is the Arabian Sea? Where is the “Durand line”?

18. 1. Goal of method : To read literature written in target language. 2. Role of teacher: The authority in class room. 3. Role of student : passive and dependent on teacher fully. 1. Goal of method: To communicate in target language. 2. Role of teacher: Teacher and students are like partners. 3. Role of student : very active. GTM DM Comparative Analysis by Freeman

19. 4. Characteristics of teaching and learning process : Translation from and to target language. Memorize the target language vocabulary by native equivalent. 5. Teacher student and peers interaction : No or minimum. 4. Characteristics of teaching and learning process: Association of meaning with the target language directly. Syllabus is situation based. Practice of vocabulary by using new words in the sentence. 5. Teacher student and peers interaction: Very communicative. GTM DM

20. 6.Language skills emphasized on : Secondary language skills. 7. Role of students’ native language : Mostly used. 8. Teacher’ respond to students’ mistakes : Corrects immediately. 9. Grammatical pedagogy : Deductively. 6. Language skills emphasized on: Primary language skills. 7. Role of students’ native language: Not used, strictly prohibited. 8. Teacher’ respond to students’ mistakes: Motivates them for self correction. 9. Grammatical pedagogy: Inductively. GTM DM

21. All these methods and approaches are complementing each other but no one is complete in itself. The predecessors molded each and every method according to the need of situation. In interwar days phonetics was ignored. Collins In interwar days used GTM and DM’ mixture for French language teaching. Conclusion

22. Techniques and Principles in Language Teaching by Diane Larsen- Freeman.2008 Fundamental concepts of language Teaching by H.H.Stern.1983 New man international journal of multidisciplinary studies(issn:2348-1390). Approaches and methods in language teaching by Jack C. Richards and Theoder S. Rodgers .1986 References