An Analysis on Grammar Translation Method in Teaching English in China
2017-03-31 16:36:38CHENGYiyuan
校園英語·下旬 2016年12期
CHENG+Yiyuan
1. Introduction
Through years of studying and research， there are quite a number of methods that have been widely used all over the world， among which several methods have received wide acceptance and have the most influential impact in teaching foreign language. The most efficient way of teaching a foreign language well is to combine these methods in an appropriate way and make the best use of the superiority of each method.
2. Grammar translation method
A. A brief introduction of grammar translation method
Grammar translation method is one of the oldest methods in teaching foreign language. At one time it was called the Classical Method since it was first used in the teaching of the classical language， Latin and Greek （Chastian 1988）. As the name suggests， this method lays a great emphasis on the learning of grammar and vocabulary， with translation as the main technique. It puts a great stress on students reading ability rather than the ability to communicate in a language （Nunan 2001）. It is assumed that if learners could manipulate the rules they would be able to read the language （Wedell 2003）.
B. The process of class teaching with grammar translation method
1. Deductive application of rule
During students reading process， they might encounter difficulties on words and sentences. The teacher should present the corresponding grammar rule. The method is a way of studying that approaches the language by elaborating detailed analysis of its grammar at first （Richards and Rodgers 1986）.
2. Fill-in-the-blanks
After studying of a new grammar rule， students should be given exercises relating to this grammar and asked to use their new-learnt vocabulary or particular grammar to fill in these blanks.
3. Memorization
When they are sure of having mastered the usage of this grammar or vocabulary， they are hoped to memorize what the teacher has taught them. This is the most important step for their later reading.
4. Using words in sentences
The students should make up sentences in which they use the new words in order to show the degree of their mastery of the meaning and usage of the new words and grammar.
5. Composition
They are supposed to be asked to write a composition containing as much as possible the new knowledge they have learned to check how well they have digested this new knowledge （Larsen-Freeman 2000）.
B. Evaluation of grammar translation method
1. The strengths of grammar translation method
Students learning under this method will have a good mastery of the grammar so that they can produce well-formed sentences.
The teacher is the authority in the class activities. The only thing that needs the teacher to do is to present the grammar rules in the textbooks， which does not need any other audio or visual aids such as the computer or projector.
When the teachers conduct a lesson， they usually speak their native language， which will allow them to express themselves more comfortably and freely.
2. The weaknesses of grammar translation method
The method concentrates more on the teachers rather than the students. During the whole class， the students barely have chance to practical communication. The students may be bonded by their mother tongue.
Besides， the students are always busy in taking notes while the teachers are explaining the rules， which will make the students become passive. Gradually they will get sick of this boring note-taking process， find all the grammar boring and lose interest of learning English.
3. Conclusion
It is necessary to apply teaching methods to improve teaching standard. Of all the teaching methods， grammar translation method is the most widely used one in China. In a real classroom， there exists no teacher who only uses one method. All the teachers should choose appropriate methods based on the circumstances and the students needs.
Reference：
[1]Chastain，Kenneth.Developing Second Language Skills.San Diego：Harcourt Brace Jovanovich，1988.
[2]Larsen-Freeman，Diane.Techniques and Principles in Language Teaching.London：Oxford University Press，2000.
[3]Nunan，David.Second Language Teaching and Learning.Beijing：Foreign Language Teaching and Research Press，2001.
[4]Richards，J.C.&Rodgers，T.S.Approaches and Methods in LanguageTeaching.Cambridge：Cambridge University Press，1986.
[5]Wedell，M.Language Teaching and Learning：From Theory to Practice.Beijing：Higher Education Press，2003.
