Grammar Translation Method

  Grammar translation method has been using since nineteenth century. Its principal purpose is teaching a foreign language by giving a meticulous attention to grammar, reading, and writing. This is serious problem in teaching and learning a new language. The method is using in Turkey; therefore, Turkey has a same problem, as well. For years, teachers have been using this method and still students cannot speak well and pronounce words correctly, yet most of them know how to use grammar in their writings. So, we can comprehend that the method is not constructive interference in teaching a foreign language.

  First of all, I will touch upon a few methods which are principally using in Turkey. Besides, some experiences are given which are related to the methods. First method is “Deductive Application of Rules”, teachers present grammar rules with examples then they want students to make a sentence by using this rule. Bad side of this method is, students write a sentence then teachers check it, or students read aloud but there is no place to speak. The result of this, students cannot improve themselves in speaking skill. Second method is “Memorization”, this method can be the most outstanding method in Turkey. When I was in a secondary school, our teacher gave a list of target language vocabulary words and she wanted us to find its equivalents in Turkish. Besides, we were writing a word in 5 times to memorize it which was very exhausting and unnecessary.

   Secondly, some principles of grammar translation method occupy a significant place in Turkey. Firstly, teacher centered instruction is prevalent in Turkey since teachers are the source of learning; that's why, teachers always talk -mostly in their native language- and students only listen what they said. As they speak in Turkish to  teach a grammatical rule, students' listening skills have not got any chance to develop. Other point is that vocabulary and grammar are very crucial part to teach and learn.  Speaking and especially pronunciation are less attention skills and students also do not pay any attention to these skills because if they want to pass exams, all they need is studying grammar and memorizing some vocabulary. To give an example, when I was studying English exams , I was studiying vocabularies which I wrote 5 times and some grammatical rules. I did not prepare any presentations or show any effort to improve my listening skill.  Briefly, students cannot enhance their speaking and listening skills by this method.

  Lastly, I want to touch on a principle called “Cognates”. To me, we should give much attention to that principle. In my opinion, teaching similarities between target language and native language make learning better as learning with some connection make a language memorable for students. To give an example, Turkish “jelatin” and English “gelatin” have same sound patterns, so if we mention this type of teaching style, students easily recognize the word and will not easily forget it.

  Consequently, generally the method does not teach how to use target language. So, I believe that this method produces serious and destructive effects on teaching a foreign language. On the other hand, some parts can be beneficial, such as “Cognates” and “Composition”, if we concreate on these two principles, we can cover a great distance in this area.