10471387
Descrição
Mapa Mental por María Rodríguez Baquero, atualizado more than 1 year ago
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Criado por María Rodríguez Baquero
mais de 7 anos atrás
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Grammar-Translation Method
- SOME EXPONENTS
- Johann Seidenstüker
- Karl Plötz
- H.S. Ollendorf
- Johann Meidinger
- Johann Seidenstüker
- CHARACTERISTICS
- First known in the United states as the
Prussian Method
- The student's native
language is the
medium of instruction
- It dominated european and
foreign language teaching
from the 1840s to the 1940s
- Also known as the "Classical
Method", is one of the oldest and
traditional English teaching
methods
- In Europe, it was used in
the teaching of Latin and
Greek for several
centuries
- Accuracy is
emphasized
- The sentence is the basic
unit of teaching and
language practice
- It approaches the
language firts through
detiled analysis of its
grammar rules
- Reading and writing are
the mayor focus
- Little or no systematic
attention is paid to
speaking or listening
- Grammar rules are
practiced through
translation exercises
- Vocabulary selection is
only based on the
reading texts used
- Words are taught
through bilingual word
lists, dictionary study
and memorization
- Classes are taught in
the student's mother
tongue
- There is a little active use
of the target language
- Instruction often focuses
on the form and inflection
of words
- Texts are treated as
exercises in
grammatical
analysis
- Reading of difficult classical
texts begins early
- Little or no attention
is given to
pronunciation
- First known in the United states as the
Prussian Method
- WEAKNESSES
- It's a method for which is
there no theory
- This method makes no
provision for training in
speech but lays stress on
reading
- It's based in two
suppositions: grammar is
the heart of language and
language can be easy learnt
by translation
- It hasn't
psychological
bases
- It can prevent the
student from developing
the confidence to
communicate in English
- It ignores aspects as:
acoustic image,
phonetics and
pronunciation
- It considers that
tranlation is the only
procedure for the
learning of
vocabulary
- It considers that the structure
of words and sentences
depend only grammatical
rules
- It could be tedious for
students, for its
requirement to
memorize grammar rules
and vocabulary, and its
mandatory accuracy
- Students could find
it frustrating as they
have to memorize
words and rules
- It gives the impression of seeing
language as a dead language, whose
texts must be analyzed and deciphered
- It's a method for which is
there no theory
- STRENGTHS
- This method is useful in
the class in which there
are a large number of
students
- It's benefitial to use in a class where
students have different English
levels
- Foreingn phraseology is best
interpreted and assimilated
through translation and the
process of interpretation
- Allows to compare and
contrast the foreign language
with the mother tongue,
facilitating its teaching
- It requires few specialized skills on
the part of techers
- It helps teacher to clear the
meaning of a word or a sentence in
an easy way, translating them into
the mother tongue
- It can provides students a basic
vocabulary in which to build skills
for the new language
- It gives an important support
of the development of fluency
in writtien skill
- This method is useful in
the class in which there
are a large number of
students
Anexos de mídia
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