5 (260)

18 The Grammar-Translation Mełhod

aspect of the culture of the target language community. Students study grammar deductively; that is, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. They memorize native-language equivalents for target-language vocabulary words.

4    What is the naturę of student-teacher interaction? What is the naturę of student-student interaction?

Most of the interaction in the classroom is from the teacher to the students. There is little student initiation and little student-student interaction.

5    How are the feelings of the students dealt with?

There are no principles of the method which relate to this area.

6    How is the language viewed? How is culture viewed?

Literary language is considered superior to spoken language and is therefore the language that students study. Culture is viewed as con-sisting of literaturę and the fine arts.

7    What areas of language are emphasized? What language skills are emphasized?

Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening. Pronunciation receives little, if any, attention.

8    What is the role of the students’ native language?

The meaning of the target language is madę elear by translating it into the students’ native language. The language that is used in class is mostly the students’ native language.

9    How is evaluation accomplished?

Written tests in which students are asked to translatc from their native language to the target language or vice versa are often used. Qucstions about the target culture or questions that ask students to apply gram mar rules are also common.

10    How does the teacher respond to student errors?

I laving the students get the correct answer is considered very iinpor-tant. If students make errors or do not know an answer, the teacher supplies them with the correct answer.

MIVIEWING THE TECHNIQUES

A’.k yourself if any of the answers to the above questions make sense to mu, If so, you may choose to try some of the techniques of the Grammar-

11    inslation Method from the review that follows. On the other hand,

\ > m may find that you agree very little with the answers to these ques-linns, but that there are still some useful techniques associated with the <.uinmar-Translation Method. Below is an expanded description of m ime of these techniques.

tiłinslation of a literary passage

Sluilents translate a reading passage from the target language into their iiiil ivc language. The reading passage then provides the focus for several 11 r, .es: vocabulary and grammatical structures in the passage are studied iii snhsequent lessons. The passage may be excerpted from some work II I lin the target language literaturę, or a teacher may write a passage care-liilly designed to include particular grammar rules and vocabulary. The iMiisliition may be written or spoken or both. Students should not trans-liin idioms and the like literally, but rather in a way that shows that they liiiilei stand their meaning.

Mmdlng comprehension questions

Sliidrnts answer questions in the target language based on their under-•titiiding of the reading passage. Often the questions are sequenced so that lin Iiist group of questions asks for information contained within the read-lli(i passage. In order to answer the second group of questions, students will li.u i lo make inferences based on their understanding of the passage. This ni* ans they will have to answer questions about the passage even though lin answers are not contained in the passage itself. The third group of i|in sllons requires students to relate the passage to their own experience.

Autnnyms/synonyms

niidrnts are given one si l ol wonls and are asked to linii antonyms in the o nlllig passage. A snnilai exeriise coulil be ilone by asking students to

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