Grammar-Translation Method

LEARNING ENGLISH AS A FOREIGN LANGUAGE THROUGH “GRAMMAR-TRANSLATION METHOD” (GTM); A SECOND THOUGHT.

Talluri Venkata Rao

Assistant Professor of English at Sri Chundi Ranganayakulu Engineering College, Andhra Pradesh, India

THE ABSTRACT

Grammar-Translation Method is the oldest method to learn a foreign language. With time new methods are invented, still the importance of grammar learning holds a unique place to obtain accuracy in the target language, specifically in the development of reading and writing skills. The purpose of this research paper is to eradicate the fear of learners by introducing innovative use of learning-teaching material to create a trauma-free grammar learning environment for the contemporary learners. In this study

Later modern language learning is left out of the modules of the educational programme as it is not treated as accommodating enough to accept the advantages of intellect, will and emotion. But at the beginning of the 19th century when language learning comes back in school modules, the said method is used in foreign language classrooms of Europe including United States of

The contexts of reading, writing, translating and focusing on the accuracy of grammatical norms and regulations are learned and recalled or recognized. At first Montaigne, Comenius, John Locke and later Passy and Jespersen try to reform this method in order to teach the language, not to learn about the language. The emphasizing on text than speech, absence of active participation of the learners, dearth of listening and speaking activities, burden of a large number of grammatical rules, the rift between literary text and practical exposure, use of bilingual word list, small-scale interaction between the students, teachers’ shortfalls in specialized competence in language learning module, elimination of social-subject related exposure as learning-teaching is not done in the target language, too much strain on translation and error correction, boring and non-stimulating language learning, absolutely no chance of approaching communication competence, violation of the natural order of learning in the form of listening, speaking, reading and writing, failure of expressing in spoken English adequately, difference of community based modes of behavior, practice and heritage in time of translation, absence of pattern practice, importance on grammatical norms