Grammar Translation Case Study

Introduction

The advent of communicative language teaching resulted in a strong rejection of Grammar Translation method. The criticisms levelled against the use of Grammar Translation method overshadowed the potential of translation as a legitimate pedagogical tool in an ESL (English as a Second Language) classroom. Further as an impact of such development, the use of MT (Mother Tongue) or L1 (First Language) in the ESL classroom was strongly discouraged. However, due to the recent trend of growing interest in the learners’ MT or L1 as a resource for facilitating language learning, the use of translation as a learning tool has re-emerged. The recognition and use of mother tongue as a resource for promoting language learning rather than as

Translation can be effectively used to develop the basic language skills and strengthen the knowledge of grammar and stock of vocabulary. Therefore, translation can serve as a tool for facilitating language learning. This paper aims to discuss the activity of translating from mother tongue or L1 to the second language as an aid in the process of language learning. Further it would examine how it can be used to develop the language skills.

Objective of the study

1. To examine the relevance of translation as a tool of learning in ESL classroom.

2. To examine its role in developing the language skills: listening speaking reading and writing, grammar and vocabulary.

3. To examine whether translation along with group and pair work can render creativity and free learning.

4. To examine whether translation as a tool of learning can motivate the learners to communicate in the target language.

Translation and Language Teaching

The indiscriminate and injudicious use of grammar-translation method in the past resulted in the inability of students to speak fluently even after learning the language for a considerable period of time. Consequently, translation was rejected by many as “uncommunicative, boring, pointless, difficult, and irrelevant” (Duff, 1994).

Close reading and careful analysis of the ST will help the students gain important insights into the comprehension of the text. Further it will result in the elimination of any misinterpretations and/or misunderstandings.

• Writing:

Translation is an activity which requires good writing skills. Therefore, it can help students improve their writing skills. If approached from a contrastive perspective, students will get the opportunity to see and evaluate the structural similarities and differences betweenthe two languages. A contrastive analysis of the source text and the translated version can be carried out to identify the difference in the writing style of the two languages.

• Listening and Speaking

Translation is a communicative activity practiced within a meaningful context (Nord 1997). A translation task conducted in a classroom involves interaction between the teacher and the students to discuss issues related to structural, lexical and semantic similarities and differences, choice and selection of equivalent words, and problems related to the task. If this interaction between the teacher and the students and among the students themselves before, during, and after the translation takes place in the L2, the aural and oral skills (both listening and speaking) of the learners are also