عناصر مشابهة
The Grammar Translation Method Revisited
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: |
جامعة أسيوط - كلية التربية
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| المؤلف الرئيسي: | |
| المجلد/العدد: | مج25, ع1 |
| محكمة: | نعم |
| الدولة: | مصر |
| التاريخ الميلادي: | 2009 |
| الصفحات: | 1 - 34 |
| ISSN: | 1110-2292 |
| رقم MD: | 680766 |
| نوع المحتوى: | بحوث ومقالات |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
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| LEADER | 03256nam a22001937a 4500 | ||
|---|---|---|---|
| 001 | 0078918 | ||
| 044 | |b مصر | ||
| 100 | |9 352670 |a Moharram, Wahbiya Abd Alkarim |e Author | ||
| 245 | |a The Grammar Translation Method Revisited | ||
| 260 | |b جامعة أسيوط - كلية التربية |c 2009 |g يوليو | ||
| 300 | |a 1 - 34 | ||
| 336 | |a بحوث ومقالات | ||
| 520 | |b The Grammar -Translation Method of Foreign language teaching appears, by all accounts, to be the longest-lasting and time-tested method in the field of foreign language pedagogy. According to Richards and Rodgers (1984) this method dominated European and foreign language teaching from 1840s to the 1940s. They are of the opinion that it still continues to be used albeit in a modified form, in some parts of the world even today. This paper here describes the evolution of the Grammar-Translation Method in historical perspective from its origin in the traditional method Self- Study with in heyday in Mid-Twentieth Century in Europe. Since then its popularity and prestige has declined largely owing to hostile criticism leveled against it by proponents of the Direct Method or any others of its variants. Its critics maintain that Grammar-Translation Method is seriously flawed as a method of foreign language teaching because of the following deficiencies and adequacies. In their opinion, one of the radical inadequacies of this method lies in the use of the practice of translation techniques from and into the target language. The other is the teaching of explicitly formulated grammar rules of the language under instruction in the learners’Ll, then practicing and testing these rules through the translation of sentences.However, the paper argues that the technique of translation is the most cost-effective technique of moving the learner from his first language as an existing reference system to the target language as a new reference system. As regards the right approach to grammar teaching the paper recommends, a guided inductive approach which is controlled and facilitated by explicit descriptions and explanations at the appropriate moment. Moreover, on the basis of Bosco DiPietro's Systemic Analysis of different Methods of foreign language teaching, the paper reveals a sizable area of overlap between the Grammar- Translation Method and other methods concerned with language pedagogy. The paper also focuses on the interesting fact that the Grammar-Translation Method is a teaching method that is fully cognizant of the Learning problems that language learners must overcome. Stern (1983) has identified three major language learning problems related to L1-L2 connection, Explicit- Implicit option and Code Communication Dilemma. It appears that the grammar- translation method has naturally built-in techniques and devices to help the learner in resolving these problems. \ \ | ||
| 653 | |a الترجمة |a علم النفس | ||
| 773 | |4 التربية والتعليم |6 Education & Educational Research |c 012 |e Journal of Faculty of Education |f Maǧallaẗ Kulliyyaẗ Al-Tarbiyyaẗ |l 001 |m مج25, ع1 |o 0081 |s مجلة كلية التربية |v 025 |x 1110-2292 | ||
| 856 | |u 0081-025-001-012.pdf | ||
| 930 | |d y |p y |q y | ||
| 995 | |a EduSearch | ||
| 999 | |c 680766 |d 680766 | ||
