UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POSTGRADUATE STUDIES

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FINAL ASSIGNMENT
ADVANCED READING AND WRITING
Lecturer: Dr. Vu Thi Thanh Nha
Learner: Tran Hai Yen
Class:

Hanoi, 2016

PG.20

Grammar Translation Method is the most relevant to my teaching context

Methodological innovations have developed significantly in language teaching so far.
Many applied linguistics researchers and schoolteachers have been making great contributions
to the dynamics of the methods and approaches change. Therefore, the methodological
diversity now equip classroom teachers with a wider variety of options to select than ever
before . However, what to decide on and how to manage them in classrooms for success is
the question for most teachers. Of many choices, is there single one suiting perfectly every
situation? The possible key to this problem may lie in the phrase suit perfectly as Prabhu
(1990, p. 168) claimed that no method is the best but the most likely appropriate, which
yields the best results in terms of learning outcomes. Rodgers (2014) and Australian
Department of Education agree that no certain strategy fits best all teaching settings as well
as no single teacher could satisfy all students. Teaching and learning practices largely depend
on each proper situation, which is various from institution to institution, from teacher to
teacher and from learner to learner. This paper is thus written in an attempt to vindicate that
Grammar Translation Method (GTM) is, of my opinion, the most suitable method for my
particular classes.
Structurally, from the nineteenth century, there are nine of approaches that are
integrated into many methods, one of which is Grammar Translation Method, voiced by
Celce-Murcia (2001, as cited in Natsir and Sanjaya (2014, p. 58)). As far as back to its birth,
the GTM used to be called the Classical Method when it was originally deployed as the chief
means for teaching the ancient Latin and Greek . The Classical Method was then renamed the
Grammar-Translation Method by the nineteenth century when it first came to Prussia, which
was the leading state of German Empire until its dissolution in 1918. The GTM was
considered the descendent of German scholarship for it was under the names of some of its
eminent German scholars . Typically, Grammar Translation does exactly what it is called for.
In the writings of Harmer , Rodger

and Larsen-Freeman , they all define the GTM is the

method with which grammar is taught deductively; that is, grammatical structures and
vocabulary are given to students by translating into the native language, then practiced in
exemplary sentences so that learners can memorize and apply them well to other examples.
The fundamental purpose of this method lies in an attempt to help students read and
appreciate the foreign languages by learning grammatical structures, syntactic constructions
and vocabulary. It is also hoped to supply students with the mental exercise of learning
which promotes their intellectuals . In other words of Chang (2011), the main aim is replacing
original texts by model sentences to make language learning easier.
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As regards to the GTMs underlying nature, several studies have been undertaken on
this area, some of which are summarized as follows. Firstly, Larsen-Freeman (2000) and Aqel
(2013) disseminated that reading and writing are the primary emphases for most of the time is
spent on elaborate explanation of English grammar rules and vocabulary. Thus, much less
attention is paid to communicative competence and pronunciation only receives little.
Secondly, the role of a teacher in the GTM is not the facilitator who scaffolds the students
learning as communicative approaches like CLT does. Whilst CLT appreciates learner-centred
framework which is stimulating learners involvement and autonomy in the learning process,
GTM values the teacher as the centre of a class where the students tend to gain knowledge
passively . Thirdly, the first language is maintained as the reference system in the acquisition
of the second language. It is the medium instruction mostly used in the class to explain
new structures and words to learners. They can therefore understand new items more clearly
and easily (Stern, 1983; as cited in Rodgers (2014, pp. 3-4)). Finally, Thornbury (2003)
added one more principle by saying that more focus is placed on accuracy than fluency which
is valued highly in communicative approach.
While English teaching and learning in Vietnamese schools have undergone major
changes during the past years, especially since the National Foreign Languages 2020 Project
was initiated, the method still prevailing is the traditional teaching method the GTM. It is
worth noted that Vietnam has an English curriculum for secondary students emphasizing more
on reading and writing as the proportion for these two kinds take up largely the content of the
official course books and grammar-dominated exams . In these textbooks, questions about
building or combining sentences by using given grammatical structures are considered
writing and questions on answering questions or reading comprehension are regarded as
reading. Moreover, in-class English exams are even designed to centre around grammar,
structures and vocabulary, with a tiny portion of pronunciation (checked in written form). In
those tests, there are a few questions relating to pronunciation when the rest is based solely on
vocabulary and grammatical structures. Additionally, the mindset of almost every student and
their parent in Vietnam generally and in my classes particularly, is so test-oriented that the
competence of a teacher, to some extent, is judged by the grades and results of students via
exams . The students low or high results turn actually into an indicator which decides success
and failure of the teacher .
Besides, regarding to the classroom-level obstacle, one more element commonly
resulting in discussion is time limitation . One of the most cases of Vietnamese teachers,
including mine, is the lack of time. Class hours are often very few, which can last merely
forty-five minutes per lesson . Hence, teachers can only concentrate on the main parts as
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grammar and vocabulary if the aim is for the students to achieve a decent score in exams as
lexicogrammar-centred as ones in Vietnam. The model of traditional classroom with one
blackboard and chalks in most of the secondary schools like mine also gives teachers no
choice but stick closely to the conventional method.
In that respect, getting students to comprehend, memorize and apply as many
grammatical structures of English language as possible is a mission for such secondary
teachers as me to complete. Like other local secondary schoolteachers, I find GrammarTranslation is suited since its merits highly satisfy the overall teaching curriculum, my
teaching condition, my students level and needs.
Primarily, it is owing to the principle of using the students native language that this
method makes students, especially at lower levels master the grammatical rules and
vocabulary . Harmer (2007) also regards the form-focused approach as a fundamental element
for secondary schoolers learning success. Aqel (2013) approves this belief by stating that
GTM helps pupils stay away from ambiguity in learning second language so that they find
grammar easier and clearer to understand.. In his research , it was found that the GTM
increased the students capability to answer correctly in written exams, which has been
dominant in Vietnamese testing system so far. If so, it can ease the students fear of English
learning and more than that, the GTM can lift their spirits.
In addition, Chang

conducted a contrastive study of GTM and Communicative

Approach in teaching English. His study reveals that the GTM is better Communicative
Approach in accuracy. Having learners overcome in-class exams successfully is really
important. Thereupon, it is necessary for students to keep away from errors. The role of the
teachers in these cases is to help students get correct answers. Whenever students make
mistakes or have no answer, the teachers is expected to give them the correct ones . Learners
receive encouragement for [] corrective feedback on their errors, which is called intrinsic
motivation . Harmer (2007, p. 83) agrees with this view by saying that students at adolescent
age will be responsible enough to do what is asked of them if they are fully aware of their
needs or intrinsic motivation. Once again, this method manages to fulfil the students need of
gaining higher marks and passing various formal written examinations that is a base of the
whole assessment system in the present Vietnam.
What is more, the psychology of being conformists of most students in general and my
students in particular is also the reason why I choose the GTM as the main strategy to adopt
and adapt in my classes. As may be known, conformists are the students who would rather
learn knowledge of a language than learn to use it. They tend to be reliant on the teachers who
are said to be in authority in class. They prefer to be in a class in which the teacher is
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regarded as a fount of wisdom

and to receive knowledge directly from their teachers . In

such teaching context, students are good listeners of the teacher . Bilateral interaction in
class is limited. Most of the time, interaction is one-way from the teacher to students. There is
little the student-student interaction in class . All of these are completely appropriate to the
GTM because of its teacher-centred pattern.
Apart from all its benefits, it cannot be denied that GTM has its shortcomings as well.
The old-fashioned modes of the GTM are growing concerns preventing students autonomy,
creativity and soft skills development . Even though this method is more helpful for students
to learn grammatical rules than other communicative approaches, the students cannot be
flexible and fluent in listening and speaking competences, which the National 2020 project
has been calling for a change. However, the GTM can meet the needs of students and the
long-lasting educational system in Vietnam. More than that, this enormous change definitely
requires a lot of time, effort and commitment to ask the whole educational system to revamp ,
which is not be able to done in a short period of time.
Another downside of the GTM which many educators and teachers worry about is its
likely interference in second language acquisition. Behaviourists claim that learning a
language occurs through the establishments of habits. They believe that the students first
language tend to influence the way of logical thinking and learning a second language . This
habits formation in the mother tongue language may affect the second language acquisition .
Nevertheless, Chang has a positive view of the role of the native language. He says that
grammar-translation provides insights into both languages. When students can identify the
interference the first language brings out (e.g possible mistakes), they can understand why
and try not to make such errors.
As outlined above, Chang also showed the advantages and disadvantages of two both
approaches in his contrastive study on GTM and Communicative Approach. He says that
while GTM deals with accuracy, the Communicative approach focuses on fluency. There is a
fact that both fluency and accuracy are needed for English learning, especially in the context
of a fast-changing and competitive society. He suggested combining these two methods to
create a better result. However, as mentioned earlier, for the present educational system,
changing is a lengthy, challenging and time-consuming process. Therefore, as of right now, to
switch my chief teaching methodology is still an impossible question. In spite of its side
effects, there is a place in learning environment for translation. Translation can contribute to
the students acquisition of the target language, at all levels .
(Words: 1,938)
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REFERENCES