Grammar Translation Method

Grammar-Translation (GT) has come to be seen as the antithesis of good teaching practice,
and much scorn is customarily heaped upon it. This bad reputation is not entirely undeserved:
GT is associated with a very grammar driven approach to learning, with an emphasis on
accuracy rather than fluency, and on the written form rather than the spoken form. Moreover,
most exercise types in traditional GT courses work at the sentence level or below: there is no
such thing as authentic text, for example, in a standard GT course. In fact, inauthenticity is a
hallmark of GT courses, and lends itself to endless ridicule.
Scott Thornbury

Introduction
There are many methods that is usually used by teachers to teach foreign language. One
of them is Grammar Translation Method. The characteristics of GTM are used to teach
grammar in the class, focused on translation and memorizing verb conjugations and
forms, and given in native language. The primary skills are reading and writing.
Although it is an old method, it is still used by the teachers nowadays.
History of GTM
A traditional technique of foreign-language teaching based on explicit instruction in the
grammatical analysis of the target language and translation of sentences from the native
language into the target language and vice versa. It was originally used to teach dead
languages (and literatures) such as Latin and Greek, involving little or no spoken
communication or listening comprehension. In the 18th century foreign languages
started to appear on the school curricula, requiring a systematic approach to teach them.
Grammar Translation was in fact first known in the United States as the Prussian
Method. (A book by B. Sears, an American classics teacher, published in 1845 was
entitled The Ciceronian or the Prussian Method of Teaching the Elements of the Latin
Language [Kelly 1969].)
The Grammar-Translation Method is not new. It has had different names, but it has
been used by language teachers for many years. At one time it was called Classical
Method since it was first used in the teaching of the classical languages, Latin and
Greek. Earlier in 20th century, this method was used for the purpose of helping students
read and appreciate foreign language literature. It was also hoped that, through the
study of the grammar of the target language, students would become more familiar with
the grammar of their native language and that this familiarity would help them speak
and write their native language better.

Finally, it was thought that foreign language learning would help students grow
intellectually; it was recognized that students would probably never use the target
language, but the mental exercise of learning it would be beneficial anyway.
Grammar Translation dominated European and foreign language teaching from the
1840s to the 1940s, and in modified form it continues to be widely used in some parts of
the world today. At its best, as Howatt (1984) points out, it was not necessarily the
horror that its critics depicted it as. Its worst excesses were introduced by those who
wanted to demonstrate that the study of French or German was no less rigorous than
the study of classical languages. This resulted in the type of Grammar-Translation
courses remembered with distaste by thousands of school learners, for whom foreign
language learning meant a tedious experience of memorizing endless lists of unusable
grammar rules and vocabulary and attempting to produce perfect translations of stilted
or literary prose. Although the Grammar-Translation Method often creates frustration
for students, it makes few demands on teachers. It is still used in situations where
understanding literary texts is the primary focus of foreign language study and there is
little need for a speaking knowledge of the language. Contemporary texts for the
teaching of foreign languages at college level often reflect Grammar-Translation
principles. These texts are frequently the products of people trained in literature rather
than in language teaching or applied linguistics. Consequently, though it may be true to
say that the Grammar-Translation Method is still widely practiced, it has no advocates.
It is a method for which there is no theory. There is no literature that offers a rationale
or justification for it or that attempts to relate it to issues in linguistics, psychology, or
educational theory.
In the mid and late of 19 century opposition to the Grammar-Translation Method
gradually developed in several European countries. This reform movement laid the
foundations for the development of new ways of teaching languages and raised
controversies that have continued to the present day.
Objectives of GTM
To be able to read literature written in the target language
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To be able to translate from one language to another

To develop reading and writing skill

According to Prator and Celce-Murcia in Teaching English as a Second Foreign

Language (1979:3), the key features of the Grammar Translation Method are as follows:
1) Classes are taught in the mother tongue, with little active use of the target language.
2) Much vocabulary is taught in the form of lists of isolated words.
3) Long elaborate explanations of the intricacies of grammar are given.
4) Grammar provides the rules for putting words together, and instruction often
focuses on the form and inflection of words.
5) Reading of difficult classical texts is begun early.
6) Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis.
7) Often the only drills are exercises in translating disconnected sentences from the
target language into the mother tongue.
8) Little or no attention is given to pronunciation.
Choosing a method of teaching or learning English as a Second Language (ESL) mainly
depends on the goals of the student. We know that Grammar Translation Method is a
traditional method. It is used for several years ago until now. These are descriptions of
some common/typical techniques closely associated with the Grammar Translation
Method.
1) Translation of a literary passage
Students translate a reading passage from the target language into their native language.
The reading passage focuses on several classes: vocabulary and grammatical structures
in the passage. The passage may be excerpted from some work from the target language
literature, or a teacher may write a passage carefully designed to include particular
grammar rules and vocabulary. The translation may be written or spoken or

both.Students should not translate idioms and the like literally, but rather in a way that
shows that they understand their meaning.
2) Reading comprehension questions
Students answer questions in the target language based on their understanding of the
reading passage. The questions are sequenced so that the first group of questions asks
for information contained within the reading passage.
3) Antonyms/synonyms
Students are given one set of words and are asked to find antonyms in the reading
passage. Students could also be asked to find synonyms for a particular set of words.
Students might be asked to define a set of words based on their understanding of them
as they occur in the reading passage.
4) Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that
correspond between the languages. Students are also asked to memorize words that look
like cognates but have meanings in the target language that are different from those in
the native language.
5) Deductive application of rule
Grammar rules are presented with examples. Exceptions to each rule are also noted.
Once students understand a rule, they are asked to apply it to some different examples.
6) Fill-in-the-blanks
Students are given a series of sentences with words missing. They fill in the blanks with
new vocabulary items or with items of a particular grammar type, such as prepositions
or verbs with different tenses.
7) Memorization

Students are given lists of target language vocabulary words and their native language
equivalents and are asked to memorize them. Students are also required to memorize
grammatical rules and grammatical paradigms such as verb conjugations.
8) Use words in sentences
In order to show that students understand the meaning and use of a new vocabulary
item, they make up sentences in which they use the new words.
9) Composition
The teacher gives the students a topic to write about in the target language. The topic is
based upon some aspect of the reading passage of the lesson. Sometimes, instead of
creating a composition, students are asked to prepare a prcis of the reading passage.
From these list descriptions of common/typical technique, now we know what are
several advantages will be mentioned in GTM.
The Advantages (Merits)
1) The target language is quickly explained in GTM.
Translation is the easiest way of explaining meanings or words and phrases from one
language into another. Any other method of explaining vocabulary items in the second
language is found time consuming. A lot of time is wasted if the meanings of lexical
items are explained through definitions and illustrations in the second language.
Further, learners acquire some short of accuracy in understanding synonyms in the
source language and the target language.
2) Teacher and students are easy to communicate/It does not need native language
Teachers labour is saved. Since the textbooks are taught through the medium of the
mother tongue, the teacher may ask comprehension questions on the text taught in the
mother tongue. Pupils will not have much difficulty in responding to questions on the
mother tongue. So, the teacher can easily assess whether the students have learnt what
he has taught them. Communication between the teacher and the learners does not
cause linguistic problems. Even teachers who are not fluent in English can teach English
through this method. That is perhaps the reason why this method has been practiced so
widely and has survived so long.

3) The students easy to understand because of grammatical lessons.

ESL students taught successfully under the grammar translation method will have the
ability to translate even difficult texts from their native language into English. They
possess a thorough knowledge of English grammar, including verb tenses. These
students will be familiar with several classical pieces of English literature, which are
used for grammatical analysis and exercises.
This method requires few specialized skills on the part of teachers. Grammar rules and
Translation Tests are easy to construct and can be objectively scored. Many
standardized tests of foreign languages still do not attempt to test communicative
abilities, so students have little motivation to go beyond grammar analogies,
translations and other written exercises.

Disadvantages (Demerits)
Every Method must have advantages and disadvantages. The advantages of Grammar
Translation Method have been explained on the passage above. Here are the
disadvantages:
1) No Scope for Effective Communication and Very Tedious for Learners
Direct translation is widely regarded as an inefficient way of becoming fluent in any
language. For example, translating a sentence word-for-word from Spanish to English
might not result in a sentence with the same meaning because so little attention is paid
in class to listening and speaking. Students with years of English lessons through this
method are often unable to hold even a basic conversation in English because classes
with this method are usually taught in a lecture style, with the teacher mostly speaking
the students native language rather than English, class can be dull and cause students
to lose interest.
2) Ineffective Method
It is a teaching method which studies a foreign language in order to read its
literature focusing on the analysis of its grammar rules, and to translate sentences and

texts into and out the target language. In the Grammar Translation Method the teaching
of the second language starts with the teaching of reading. Little attention is paid to the
content of texts, which are treated as exercises in grammatical analysis. Thus, the
learning process is reversed.
3) More Importance on Grammar Rules than on Meaning
Exact translation is not possible. Translation is, indeed, a difficult task and exact
translation from one language to another is not always possible. A language is the result
of various customs, traditions, and modes of behavior of a speech community and these
traditions differ from community to community. There are several lexical items in one
language, which have no synonyms/equivalents in another language. For instance, the
meaning of the English word table does not fit in such expression as the table of
contents, table of figures, multiplication table, time table and table the resolution,
etc. English prepositions are also difficult to translate. Consider sentences such as We
see with our eyes, Bombay is far from Delhi, He died of cholera, He succeeded
through hard work. In these sentences with, from, of, through can be translated
into the Hindi preposition se and vice versa. Each language has its own structure,
idiom and usage, which do not have their exact counterparts in another language. Thus,
translation should be considered an index of ones proficiency in a language.
4) Slow Learning Rate and Making Learners Think in L1
It does not give pattern practice. A person can learn a language only when he
internalizes its patterns to the extent that they form his habit. But the Grammar
Translation Method does not provide any such practice to the learner of a language. It
rather attempts to teach language through rules and not by use. Researchers in
linguistics have proved that to speak any language, whether native or foreign entirely by
rule is quite impossible. Language learning means acquiring certain skills, which can be
learnt through practice and not by just memorizing rules. The persons who have learnt a
foreign or second language through this method find it difficult to give up the habit of
first thinking in their mother tongue and then translating their ideas into the second
language. They, therefore, fail to get proficiency in the second language approximating
that in the first language. The method, therefore, suffers from certain weaknesses for
which there is no remedy.
Teachers role

Teachers are just guides because grammar Translation deals with the memorization of
rules, manipulation of the morphology and syntax of the foreign language. It requires
few specialized skills on the part of teachers because test of grammar rules and
translation are easy to construct and be objectively scored. The facilitator main function
is that of observation rather than corrective intervention in regards to the learners.
Students role
Students are expected to memorize endless lists of grammar rules and vocabulary, and
produce almost perfect translations. This method means a tedious experience and often
creates frustration for students. Main activities and controls are stated by the students,
he or she is the one who provides the course of the learning process and the status of
knowledge as well. Collaborative work is of s great importance, a real cooperative
behavior from the learner, is required for the lessons.
Conclusion
The Grammar Translation Method was developed for the study of dead languages and
to facilitate access to those languages classical literature. Thats the way it should stay.
English is certainly not a dead or dying language, so any teacher that takes an approach
for dead language study into an English language classroom should perhaps think
about taking up Math or Science instead. Rules, universals and memorized principles
apply to those disciplines pedagogy and communicative principles do not.

Direct Method as One of Language Teaching Approaches

1. Introduction
English Language Teaching has been subjected to a tremendous change,
especially throughout twentieth century. Perhaps more than any other discipline, this
tradition has been practiced, in various adaptations, in language classroom all around
the world for centuries. While the teaching of Maths or Physics, that is, the methodology
of teaching Maths or Physics, has, to a greater or lesser extent, remained the same, this
is hardly the case with English or language teaching in general.
2. The History of Direct Method

In the western world back in the 17 , 18 and 19 centuries, foreign language learning
was associated with the learning of Latin and Greek, both supposed to promote their
speakers intellectuality. At the time, it was of vital importance to focus on grammatical
rules, syntactic structures, along with rote memorization of vocabulary and translation
of literary text. There was no provision for the oral use of the languages under study;
after all, both Latin and Greek were not being taught for oral communication but for the
sake of their speakers becoming scholarly? or creating an illusion of erudition. Late
in the nineteenth century, the classical Method came to be known as Grammar
Translation Method, which offered very little beyond an insight into the grammatical
rules attending the process of translating from the second to the native language.
It is widely recognized that the Grammar Translation Method is still one of the most
popular and favorite models of language teaching, which has been rather stalwart and
impervious to educational reforms, remaining standard and sine qua non methodology.
With hindsight, we could say that its contribution to language learning has been
lamentably limited, since it has shifted the focus from the real language to a dissected
body of nouns, adjectives and prepositions, doing nothing to enhance a students
communicative ability in the foreign language.
th

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The last two decades of the nineteenth century ushered in a new age. In his the Art of
Learning and Studying Foreign Languages (1880), Francouis Gouin described his
harrowing experiences of learning German, which helped him gain insights into the
intricacies of language teaching and learning. Living in Hamburg for one year, he
attempted to master the German language by dint of memorizing a German grammar
book and a list of the 248 irregular German verbs, instead of conversing with the
natives. Exulting in the security that the grounding in German grammar offered him, he
hastened to go to the university to test his knowledge but he could not understand a
word. After his failure, he decided to memorize the German roots, but with no success.
He went so far as to memorize books, translate Goethe and Schiller, and learn by heart
30.000 words in a dictionary, only to meet with failure. Upon returning to France, gouin
discovered that his three-year-old nephew had managed to become chatterbox of
French-a fact that made him think that the child held the secret to learning a language.
Thus, he began observing his nephew and came to the conclusion that language learning
is a matter of transforming perceptions into conceptions and then using language to
represent these conceptions. Equipped with this knowledge, he devised a teaching
method premised upon these insights. It was against this background that the series
method was created, which taught learners directly a series of connected sentences

that are easy to understand. For instance, I stretch out my arm. I take hold of the
handle. I turn the handle. I open the door. I pull the door. Nevertheless, this approach to
language learning was short-lived and, only a generation later, gave place to the Direct
Method, posited by Charles Berlitz. The basic tenet of Berlitzs method was that second
language learning is similar to first language learning. In this light, there should be lots
of oral interaction, spontaneous use of the language, no translation, and little if any
analysis of grammatical and syntactic structures.
3. The Concepts
In short, the principles of the Direct Method are as follows:

Classroom instruction is conducted in the target language.

There is an inductive approach to grammar
Only everyday vocabulary is taught
Concrete vocabulary is taught through pictures and objects, while abstract is

taught by association of ideas

The learner is actively involved in using the language in realistic everyday

situations
Students are encouraged to think in the target language
Speaking is taught first before reading or writing
This method states that the printed word should be kept away from the second

language learner for as long as possible

Translation is completely banished from any classroom activity. Classroom

activities are carried out only in the target language

Use of chain activities accompanied by verbal comments like: I go to the door. I

open the door. I close the door. I return to my place. I sit down. (called the Gouin
series)
Grammar is taught inductively (i.e. having learners find out rules through the

presentation of adequate linguistic forms in the target language)

Emphasis is put on correct pronunciation and grammar

The teaching techniques rely mostly on:

Reading aloud

Question answer exercise

Self correction

Conversation practice

Fill-in-the-blank exercise

Dictation
And paragraph writing

The key Aspects of this method are:

I. Introduction of new word, number, alphabet character, sentence or concept (referred
to as an element):
Show: point to visual aid or gestures (for verbs), to ensure student clearly understands
what is being taught.
Say: teacher verbally introduces element, with care and enunciation.
Try: student makes various attempts to pronounce new element.
Mold: teacher corrects student if necessary, pointing to mouth to show proper shaping
of lips, tongue and relationship to teeth.
Repeat: student repeats each element 5-20 times.
II. Syntax, the correct location of new element in sentence:
Say and repeat: teacher states a phrase or sentence to student; student repeats such 520 times.
Ask and reply in negative: teacher uses element in negative situations (e.g. Are you
the President of the United States? or Are you the teacher?); students says No. If
more advanced, may use the negative with Not.
Interrogative: teacher provides intuitive examples using 5 Ws (Who, What, Where,
Why, When) or How. Use random variations to practice.
Pronouns with verb using visuals (such as photos or illustrations) or gestures: teacher
covers all pronouns. Use many random variations such as Is Ana a woman? or Are
they from France? to practice.
Use and questions: student must choose and utilize the correct element, as well as
posing appropriate questions as Teacher did.

III. Progress, from new Element to new Element (within same lesson):
A. Random Sequencing:
1. After new Element (X) is taught and learned, go to next (Y).
2. After next Element is taught and learned, return to practice with first.
3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go to 3rd Element.
4. Go back to 1 and 2, mix in 3, practice (X-Y-Z; Z-Y-X; Y-Y-Z, etc.) and continue
building up to appropriate number of Elements (may be as many as 20 per lesson,
depending on student, see B.1), practicing all possible combinations and repeating 5-20
times each combination.
B. Student-Led Limits:
1. Observe student carefully, to know when mental saturation point is reached,
indicating student should not be taught more elements until another time.
2. At this point, stop imparting new information, and simply do Review as follows:
C. Review: Keep random, arbitrary sequencing. If appropriate, use visuals, pointing
quickly to each. Employ different examples of Element that are easy to understand,
changing country/city names, people names, and words student already knows. Keep a
list of everything taught, so proper testing may be done.
D. Observation and Notation: Teacher should maintain a student list of words/phrases
that are most difficult for that student. List is called Special Attention List
IV. Progress, from Lesson to Lesson:
Lesson review: the first few minutes of each lesson are to review prior lesson(s).
Global review: transition from Lesson Review to a comprehensive review, which
should always include items from the Special Attention List.

V. Advanced Concepts:
Intermediate and Advanced Students may skip some Element introduction as
appropriate; become aware of students language abilities, so they are not frustrated by
too much review. If Student immediately shows recognition and knowledge, move to
next Element.
Non-Standard Alphabets: Teaching Student to recognize letters/characters and
reading words should employ same steps as in above Aspect I. and alphabet variations
may be taught using Aspect III. Writing characters and words should initially be done
manually, either on paper or whiteboard.
Country Accents: Any student at intermediate stages or higher should be made aware
of subtle variations in pronunciation, which depend on geography within a country or
from country to country.
4. The Advantages
Clearly the Direct Method is a shift away from the Grammar Translation Method. One of
its positive points is that it promises to teach the language and Not about the language.
More advantages can be listed as follows:
1. It is a natural method. It teaches the second/foreign language in the same way as one
learns ones mother tongue. The language is taught through demonstration and
conversation in context. Pupils, therefore, acquire fluency in speech. They are quick at
understanding spoken English. They can converse in English with felicity and ease.

2. There is no gap between active and passive vocabulary. This method does not
differentiate between active and passive vocabularies. According to this method
whatever is required for understanding through English is also required for expressing
through it. If English is taught through the mother tongue, the gulf between the active
and passive vocabularies is widened. The learner acquires more of passive vocabulary
because he concentrates on understanding English rather than expressing through it.
3. This method is based on sound principles of education. It believes in introducing the
particular before general, concrete before abstract and practice before theory.

1.

Its emphasis on speech made it more attractive for those who have needs of real
communication in the target language.

1.

It was one of the first methods to introduce the teaching of vocabulary through
realia.
5. The Disadvantages
1.
Major fallacy of Direct Method was belief that second language should be learned
in way in which first language was acquired by total immersion technique. But
obviously far less time and opportunity in schools, compared with small child
learning his mother tongue.
2.
Is first language learning process really applicable to second foreign language
learning at later stage
3.
First language learning is essential part of childs total growth of awareness of
world around him. He starts off with blank sheet, then starts collecting/selecting
organizing the experience of a totally new world, perceived through his senses, by
formulating a variety of pre-verbal concepts.
4.
Subsequently part of the process of learning how to live is the acquisition of skills
to verbalize his desires and aversions and to label his concepts, so as to make living
more sufficient and secure.
5.
Effectiveness of these verbalizing skills depends on maturation level of the child /
on type of environment on intelligence.
6.
Language is part of an intrinsic process through which child learns to recognize/
deal with new situations.
7.
Compare learning of second language

At 11 years of age, child is not interested in recognition of new living situations;

child has normally learned the basic concepts and can handle situations for ordinary
living purposes. So as far as learning to live is concerned, no similarities between
two processes of learning (not the case for immigrant children they need to learn
English for survival purposes therefore motivating force is totally different).
Older child has already at his disposal a first language, which is securely fixed to
the universe of things; (s) he is equipped with this advantage; first language learner
does not have this.

Older child is more mature and it would seem nonsensical to imitate first

language learning processes totally for learning additional language (think of contact
hours needed) this is argument for using MT (anti Direct Method).
What does foreign language learner wish to know first?
To know the FL equivalent of MT sentences/ words used in hitherto familiar

situations.
To learn how to handle certain known/ recurring situations through the medium

of the FL. He doesnt wish to handle completely new situations in FL terms.

1.
The Direct Method rejects use of the printed word but this objection is illogical
since second language learner has already mastered his reading skills.

Does printed word interfere with FL pronunciation? -In fact experiments show
that the printed word is of real help to consolidate the FL and actually reinforces
retention- leaves mental imprint, image of shape of word.
1.
Later disciples of Direct Method took it to extremes and refused to speak a single
word of English in lessons. To avoid translating new words, they searched for an
association between new words and the idea it stood for. Extreme Direct Methodists
had cupboards full of realia. Explanations became cumbersome and timeconsuming.
2.
Successful teacher of the Direct Method needed competence in his language /
stamina/ energy/ imagination/ ability and time to create own materials and courses
beyond capacity of all but gifted few.
The method by its very nature presupposes a teacher of immense vitality, of robust
health, one endowed with real fluency in the modern language he teaches. He must be
resourceful in the way of gesture and tricks of facial expression, able to sketch rapidly on
the board and in the language teaching day, he must be proof against linguistic fatigue.
1.

Also Direct Methodists failed to grade and structure their materials adequately
no selection, grading or controlled presentation of vocabulary and structures.
Plunged pupils into flood of living language quite bewildering for pupils.
However, many teachers did modify the Direct Method to meet practical requirements
of own schools, implemented main principles, i.e. teaching through oral practice and
banning all translation into target language. Obviously compromise was needed.
Direct method did pave the way for more communicative, oral based approach, and as
such represented an important step forward in the history of language teaching.

Comparison of first and second-language learning processes (Language Teaching and

the Bilingual Method, CJ Dodson, Pitman Publishing 1967, ISBN 0 273 31665 6)

If first and second-language learning processes are compared, the following pattern
emerges:
First-language learner
1. He has no command of another language before learning the target language
2. He is neurologically immature, thus his mother tongue is not fixed
3. He learns to recognize and cope with reality through the target language
4. He requires a high contact-frequency with the target language to learn that all things
have names
5. He requires a high contact-frequency with the target language to recognise the
meaning of sounds representing the names of things, because he is neurologically
immature because his range of experience with the outside world is limited and as he
has no knowledge of the equivalent meaning of sounds from another language for the
same things
6. He requires a high contact-frequency to establish integration of mother-tongue
sounds with things
Second-language learner
1. He has command of another language before learning the target language
2. He is neurologically mature, thus his mother tongue is fixed
3. He learns to recognize and cope with reality through the mother tongue, not the
target language

4. He already knows that all things have names

5. He has already experienced the process, involving high contact-frequency and
maturation, of recognizing the meaning of sounds representing the names of things in
his mother tongue. As he is now neurologically mature, he need not be subjected a
second time to the same process in the new target language merely to recognize the
equivalent meaning of target-language sounds for the same things. (Recognition of the
sound representing the thing should not be confused With the integration of the sound
with the thing, set
6. He has already established integration of mother-tongue sounds with things, but
requires high contact-frequency to establish new integration of target-language sounds
with the same things.
6. The Teachers Role
In direct method, teachers introduce a new target language word or phrase to the
students and there is no mother tounge. Therefore, the role of the teacher is as
demonstrator because the teacher demonstrates the meaning of words through the use
of realia, pictures, or pantomime; they never translate it into the students native
language. The teacher is also a facilitator because he facilitates the students with the
target language. The teacher is the source for the students to know the words in target
language. The teachers provide information of the target language including the culture
consisting of the history of the people who speak the target language. The teacher is the
partner of the students. Teachers interact with the students a lot, asking them questions
about relevant topics and trying to use the grammatical structure of the day in the
conversation.
The teacher can be the monitor of the students. He watches the students progress in
using the target language. The teacher has the students self-correct by asking them to
make a choice between what they said and an alternative answer supplied. Another
possibility is for the teacher to repeat what the student said, stopping just before the
error. The student knows that the next word was wrong. The teacher is also the initiator.
He finds various techniques to get the students to self-correct whenever possible. The
teacher uses map drawing as a technique to give listening comprehension. The teacher
can use paragraph writing as a technique for writing activity. He asks the teacher to

write paragraph with their own words about the lesson studied. The students can use
their memory or use the passage in the lesson as the model.
7. The Students Role
The teacher and the students are more like partners in the teaching/learning process.
Teacher/student interaction became fuller, guessing of context or content, completing
fill-ins, and doing cloze exercises were the order of the day. The students role in direct
method is the active learner. They are active in exploring new words, expression, etc. in
target language. The students are also the observer and practitioner. In direct method,
the students observe the target language used by the teacher in teaching and they try to
get the meaning based on the demonstration given and then they will practice the target
language they observed and they use it to communicate with their friends and teacher in
classroom.

8. Conclusion
The direct method of teaching was developed as a response to the Grammar-Translation
method. It sought to immerse the learner in the same way as when a first language is
learnt. All teaching is done in the target language, grammar is taught inductively, there
is a focus on speaking and listening, and only useful everyday language is taught. The
weakness in the Direct Method is its assumption that a second language can be learnt in
exactly the same way as a first, when in fact the conditions under which a second
language is learnt are very different. The teacher and the students are more like partners
in the teaching/learning process. Teacher/student interaction became fuller, guessing of
context or content, completing fill-ins, and doing cloze exercises were the order of the
day. The teacher is as the facilitator of the language and the students is the active
learners who are active in learning and exploring the target language.
Total Physical Response
A Teaching Method: Suggestopedia

A Teaching Method: Reading Approach

Posted on June 12, 2011by novaekasari

A Teaching Method: Reading Approach

Written by:
Thety Anggraini (06081001003)
Lianasari (06081001004)
English Education Study Program
Sriwijaya University

INTRODUCTION
Nowadays, English becomes an international language. It demands all the society in
every background especially for students to master it well. Mastering English becomes a
need for students who want to be success later. In Indonesia, The government has
already said that English must be a prior language that should be taught as a second
language. It shows that, teaching English as L2 is a very important thing. Many experts
give their opinion about the condition of teaching English as a second language. They
agreed that teaching English especially in Indonesia is still not good. It is also have an
impact to the English achievement of students that still low.
The successful of teaching English as a second language comes from many factors, such
as from the teacher, students, or outside both of them like facilities, approaches which is
used by teacher etc. Here, we will talk about one of factor that gives a big influence to
the successful of teaching English that is Approaches. Approaches or method is the
teachers way to transfer knowledge to the students; the way to transfer is depend on the
students need and teacher creativity. Teacher should use an appropriate approach in
order to achieve learning goal.
Reading approach is one of methods that can be used by teacher. It is one of way that
will help students to solve their problem in reading. In reading approach, students will
improve their knowledge and get something new because they are demanded to read
more. Reading becomes important because it is an active skill which involves
inferencing, guessing, predicting etc. It also has, more often than not, a communicative
function. By reading students will know about the tenses, kinds of tenses and how to use
it. They also will know about the different of culture by reading cross cultural
understanding, and they will learn how to pronounce the words correctly. In reading

approach, many things that will be achieved by students and they can master English
well. So, Because of the important of reading that have already mentioned before,
teacher should teach and emphasized the students to read effectively by using reading
approach.

READING APPROACH
A Brief History
Reading approach or reading method was first devised for English learners in India and
French or German learners in the United States of America who have not the time to
master the active or oral use of the language. It has also been advocated in England for
pupils of inferior language-learning ability. Reading approach is like GTM (Grammar
Translation Method) since it also stressed on written skills. Only the grammar necessary
for reading comprehension and fluency is taught. But, it was flexible approach as far as
the teaching is concerned.
Theory of Language
q Reading approach is a way to start teaching beginning readers.
q It is based on cognitive theory originally conceptualized by Albert Bandura

Theory of Learning

Reading Comprehension level of understanding

Round Robin reading following a set order

Design
Objective

The students are able to identify meaning rather than letters or words

The students are able to understand and read the text quickly

The students are able to read actively

Syllabus
The syllabus based on the development of reading skill. How to make students have the
ability to comprehend what they read.

Types of Teaching and Learning Activities

Skimming
It is an activity to read shorter texts to extract accurate detailed information. Skimming
is used to quickly identify the main ideas of a text. Skimming is done at a speed three to
four times faster than normal reading. People often skim when they have lots of material
to read in a limited amount of time. There are many strategies that can be used when
skimming. Some students read the first and last paragraphs using headings, summarizes
and other organizers as they move down the page or screen. The students might read the
title, subtitles, subheading, and illustrations. Consider reading the first sentence of each
paragraph. This technique is useful when the students are seeking specific information
rather than reading for comprehension. Skimming works well to find dates, names, and
places. It might be used to review graphs, tables, and charts.

Scanning
It is a quickly reading a text to get the gist of it. Scanning is a technique that often use
when looking up a word in the telephone book or dictionary. The students search for key
words or ideas. Scanning involves moving eyes quickly down the page seeking specific
words and phrases. Scanning is also used when the reader first find a resource to
determine whether it will answer the questions. Once youve scanned the document, you
might go back and skim it.
When scanning, the students look for the authors use of organizers such as numbers,
letters, steps, or the words, first, second, or next. They look for words that are bold
faced, italics, or in a different font size, style, or color. Sometimes the author will put key
ideas in the margin.

Extensive reading
Extensive reading is a reading longer text, usually for pleasure. Extensive reading is an
approach to language learning, including foreign language learning, by the means of a
large amount of reading. The students view and review of unknown words in specific
context will allow the student to infer the words meaning, and thus to learn unknown
words. While the mechanism is commonly accepted as true, its importance in language
learning is disputed. We can consider extensive reading as private reading in width at a

pace suited to the individuals ability, taste, and mood. Extensive Reading is the free
reading of books and other written material that is not too difficult nor too easy!
Extensive Reading is sometimes called Free Voluntary Reading.
Why use it? ESL students always want to learn more words, acquire more grammatical
structures and be better readers and writers. Doing extensive reading will help students
with all of the above, along with motivating them to enjoy reading and learning
independently.
The role of extensive reading in language learning:
1.
2.
3.
4.
5.
6.
7.
8.
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10.

It can provide comprehensible input.

It can enhance learners general language competence.
It increases the students exposure to the language.
It can increase knowledge of vocabulary.
It can lead to improvement in writing.
It can motivate learners to read.
It can consolidate previously learned language.
It helps to build confidence with extended texts.
It encourages the exploitation of textual redundancy.
It facilitates the development of prediction skills

Intensive reading
It is a quickly going through a text to find a particular piece of information. It is
essentially reading in depth and is usually done in the class with each pupil having the
same text. Intensive reading involves students reading in detail with specific learning
aims and tasks. It can be compared with extensive reading, which involves students
reading texts for enjoyment and to develop general reading skills. The Intensive Reading
Technique is reading for a high degree of comprehension and retention over a long
period of time. For example, the students read a short text and put events from it into
chronological order.

Kinds of instructional experiences and materials

Reading aloud by the teacher is an important component of the struggling

readers literacy program. Teacher is as model in reading process and students listen

and respond to the teacher. Teachers should select stories, poems, and informational
texts to read aloud that help expand and strengthen the background knowledge of
their students.
Materials: storybooks, content materials, poetry, charts.
Choice: usually teachers choice.
Grouping format: usually whole group.
Purposes:
To stretch students beyond their reading levels, particularly in content areas under
study; expand vocabulary; develop concepts.
To expose students to varied forms of text (fiction, nonfiction, poetry)
To enlist varied forms of response (discussion, writing, drama, art, movement, etc.)
To study various genres, literary devices, writers craft.
Struggling readers benefit from listening, responding, and expanding their knowledge,
vocabulary, and concepts.

Shared reading. Teacher leads and students participate. This is extremely

valuable for the child who is having trouble figuring out what reading is all about.
The teacher reads a text while the student observes and follows along silently. This
method helps build reading fluency and comprehension.
Materials: primarily enlarged texts visible to students; may include content materials,
storybooks, charts, poems, songs.
Choice: usually teachers choice.
Grouping format: whole group or small group.
Purposes:
To teach concepts about print and print conventions.
To teach comprehension and interpretation.
To analyze textual features: word study (e.g. phonics, word analogies, structural
analysis)

Struggling readers benefit from highly visible demonstration of the reading process.
Concepts and conventions of print are made very accessible for them. Examination of
textual features (letters, words, and part of words) helps develop an understanding of
the alphabetic principle and the nature of written language.

Word study. Teacher leads and students participate. Word study fosters

recognition of the individual sounds of words and an understanding of the alphabetic

principle and its application to reading and spelling. Activities involve phonemic
awareness, phonics, structural analysis, and the development of sight vocabulary.
At prekindergarten level: largely oral activities fostering phonemic awareness.
At kindergarten level and above: phonics, structural analysis, and sight vocabulary.
Materials: core program, trade books, charts, environmental print.
Choice: usually teachers choice.
Grouping format: whole group or small group.
Purposes:
To provide systematic, focused instruction at the word level.
To provide additional support for students who need it.
Struggling readers benefit from focused instruction and direct experiences applying the
alphabetic code and sight vocabulary. The examination of textual features and linguistic
patterns helps to support reading and spelling.

Guided reading involves teachers structuring learning situation in which

children work in small group on material that is modestly challenging to them.

Teacher monitors for application of strategies. A student reads with the assistance of
an instructor as it is needed. When an unfamiliar word appears, the instructor either
tells the student the word or assists the student in decoding the word. During the
story, the teacher stops at certain points and questions the student in order to
determine/guide comprehension. This helps build practice in comprehension,
decoding, sight word vocabulary, and oral reading.
Materials: books or materials that modestly challenge the reader.
Choice: usually teachers choice.
Grouping format: small group.
Purposes:

To practice application of specific strategies/skills in highly focused manner.


To provide opportunity to teacher-monitoring of application of skills and
strategies.

To provide instruction as close as possible to students instructional levels while

gradually increasing the difficulty of the material.
Struggling readers benefit when they read materials with which they can practice what
they have learned.

Independent reading is as important for low-achieving children as for any

others. Independent reading is what struggling readers most need to practice.

Struggling readers should be encouraged to select books that match their interest
and reading abilities. Teacher can assist them in finding appropriate books by giving
them tips on how to select books on their own. Teacher monitors for time on task.
Materials: books or materials with minimal challenge; varied types.
Choice: usually students choice; maybe negotiated choice (teacher and student agree).
Grouping format: individual, pairs, small group (response circles).
Struggling readers develop fluency, automatically, and confidence from frequent,
intensive
practice in reading familiar or new texts of minimal challenge.

Learner Roles

Recognizing the script of a language.

Translating the text.

Deducing the meaning of unfamiliar lexical items.

Understanding explicitly stated information.

Teacher Roles

Teacher should create situations in which learners are most suggestible and then to
present linguistic material in a way most likely to encourage positive reception and
retention by learners.

Motivating learners

Encouraging to set reading strategies

Supporting the students to develop reading comprehension

The Role of Instructional Materials

to get meaning from whole chunks of text

To have good vocabulary and integrate naturally with other class work.

Procedure
The students/ readers decode (figure out how to pronounce) each word in a text and
automatically comprehend the meaning of the words, as they do with their everyday
spoken language. There are specific comprehension strategies that some teachers are
now using in the classroom.
1.

The teacher teaches students about prior knowledge. Prior knowledge is using
what you already know to help understand something new. To help students
comprehend and learn from a specific reading material, they can access their prior
knowledge on a subject to help them relate to the subject that they are learning at the
moment.
2.
Making a connection is when a student can relate a passage to an experience,
another book, or other facts about the world. Making connections will help students
understand what the authors purpose is and what the story is about. The teacher can
use connections with any fiction or non-fiction text that the students read.
3.
Questioning is another strategy that will greatly benefit a student. Dr. Neil
Postman has said, All our knowledge results from questions, which is another way

4.

5.

6.

7.

of saying that question-asking is our most important intellectual tool (Response to

Intervention). There are several types of questions that a teacher should focus on:
remembering; testing understanding; application or solving; invite synthesis or
creating; and evaluation and judging. Teachers should model these types of
questions through think-alouds before, during, and after reading a text.
Visualization is when a student can create a picture or movie in their mind while
reading text. Use terms like mental image and asking sensory questions will help
students become better visualizers. Another way of looking at visualization, is to
think about bringing words to life.
Summarizing is a comprehension strategy that also needs to be taught.
Summarizing is telling what is important about the text. A summary might include
the answers to who, what, where, when, why, and how. You can have students
summarize any text that you are using the classroom.
Evaluation is about making judgments on what you read and then explaining
why you made those judgments (Into the Book). Some activities to help with
evaluating can be as easy as having a small group book talk or having students rate a
book. Evaluating non-fiction texts can be done by using a criteria checklist (i.e. table
of contents, index, titles, headings, etc.) to help students rate a text.
Synthesizing is putting the pieces together to see them in a new way (Into the
Book). Students will take what they already know about a subject along with their
reflections from the book to create their own interpretation and ideas about a certain
text.

Advantages of Reading Approach

There are some benefits in utilizing reading approach:
1.
2.

Reading approach can be used in a big class.

In reading approach, students can know much vocabulary because they have to
read the passage.
3.
Students focus what they are studying because they only learn grammar.
4.
The reading method requires little teaching skill since the lesson-form is a
standardized and fixed procedure.
5.
The reading method is economical of time since the pupils all read
simultaneously.

6.

The reading method does not demand deep knowledge of the language on the
part of the teacher, since the teacher does not have to compose the sentences and
questions: everything is supplied in the book.

Disadvantages of Reading Approach

Reading approach also has limitation since there is no single teaching method that is
chategorized as the best based on some consideration such as: the curriculum, students
motivation, financial limitation, number of students, etc.
The main disadvantages of reading approach are as follow:
1.

Since reading approach is only focused on written skill, this approach is lack in
speaking skill.
2.
Reading approach is oppressive approach because the vocabularies and grammar
are controlled.

CONCLUSION
There are many factors that influence the successful of teaching English. One of them is
approach. Approach is the way of teacher to transfer the knowledge to the students
besides encourages their motivation to learn. Teacher should be creative and smart in
choosing and using an appropriate approach. Teacher can use Reading approach as the
way they teach.
In this approach, students focus on identifying meaning, understanding the text quickly,
and reading actively. Reading approach also has some weakness and some benefits. It is
a fact that no approach or method is perfect, But the important thing that can not be
ignored is reading is a very important thing. By doing reading students will get many
things, and can understand everything related to the language learning especially
English. So, it is important to know how to read effectively by using reading approach.