Grammar In English Language Grammar

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The place of grammar in the English Language Teaching courses have often kept switching over the centuries depending on the prevalent convention / practice or the dominant theories of language analysis and language learning premised on which several ELT methods were propounded one after the other. Some of the ELT Methods are being discussed below in order to identify the place and role of grammar in the English Language Teaching programmes.
Keywords: ELT-English Language Teaching, EFL-English as a Foreign Language, L1-First Language, GT-Grammar Translation Method, TL-Target Language, LSRW-Listening, Speaking, Reading and Writing and CLT-Communicative Language Teaching. Grammar – Translation Method
This method ruled the world for more than
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They devised a Natural Method which was advice from the G.T. Method. The same method later came to be known as Direct Method. German Scholar I. Frank too deals with the psychological aspect of language learning where they discussed the principle of direct association before you the form and meanings in target language learning.
The role of grammar in the Direct Method was quite in contrast with that of G.T. Method.
Richard and Rodgers (1968, quoted in Geeta Nagraj, p. 78) State that:
Grammar was not taught explicitly and deductively as in the G.T. class but was learned largely through practice. Students were encouraged to draw their own structural generalization from what they had been learning by and inductive process. In this way, the study of grammar was kept at a functional level, being confirmed to those areas which were continually being used in speech, when grammar was taught more systematically, at a later stage, it was taught in the foreign language with the use of foreign languages terminology. 3
Richard and Rodgers (1968, quoted in Geeta Nagraj, p.
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The main goal lies in the development of oral fluency as translation and use of native language who not permitted in language classroom. It worked on the notion of the mechanistic process of habit formation comprising dialogue memorization and pattern drills. It deals with the vocabulary acquisition as well as the drills of grammatical sentence patterns. This method was focused (Nagraj, Geeta, 1996: 79) refers to demonstrate the fact that a language teaching method can be based on rigorous scientific disciplines like linguistics and psychology.
The Audio-lingual Method treated all the form skills separately. The main tool to learn language through this method was dialogue – presentation in language laboratory.
The emergence of Audio-Lingual Method can be traced back to language teaching programme devised in America during the 2nd world war. The involvement in the Second World War of America needed a great supply of war personnel fluent in languages like German, Italian, Chinese, French, and Japanese etc. who can various actions of language.
Charles Fries (1945) of the University of Michigen developed this method using structuralist theory which was later added by the behavioural psychological theories of conditioning by Skinner
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