Supporting facts of the grammar translation method as a tool for the development of the macro

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR SCHOOL OF EDUCATION

SUPPORTING FACTS OF THE GRAMMAR TRANSLATION METHOD AS A TOOL FOR THE DEVELOPMENT OF THE FOUR MACRO SKILLS 9TH GRADE CENTRO ESCOLAR “DR. ANDRÉS GONZALO FUNES”. 2008 - 2010

GRADUATION WORK PRESENTED IN ORDER TO GET THE DEGREE OF BACHELOR OF ARTS IN EDUCATION, SPECIALTY IN ENGLISH LANGUAGE BY: DINORA CLARISSA CERÓN AGUILAR MARÍA VERÓNICA RUBIO DE JUÁREZ MARIO ALFONSO VALLECILLOS PÉREZ

SAN SALVADOR, 2010

INDEX Chapter 1 CONCEPTUAL FRAMEWORK 1. Introduction…………………………………………………………….…... .1 2. Objectives……………………………………….…………………….….…..4 2.1 General Objective……………………………………………….………4 2.2 Specific Objectives……………………………………………….…......4 3. Background………………………………………………………………......5 4. Justification…………………………….……………………………………..7 5. Problem´s Statement……………………………………….…………..….11 6. Scopes & Limitations……...……………… ……………….………………12 7. Concepts & Categories………………………………….…….…………...18

Chapter 2 THEORETICAL FRAMEWORK 1. Method Theory Principle…………………..……………………………….24 2. Empirical Framework……………………………………………….………38 3. Variables History……………………………………………………………55 4. Methodoly and Theory Researched Process……………………………56

Chapter 3 OPERATIONAL FRAMEWORK 1. Description of the subjects for research……………………………....58 2. Procedures for gathering data………………………………………….63 3. Specification of the technique to the data analysis ………………....65 4. Chronograme……………………………………………………….…....67 5. Resources………………………………………………………………...68 6. Preliminary Index……………………………………...…………………69

7. Bibliography………………………………………………………..........71 8. Appendices…………………….………………………………………...73

UNIVERSITY AUTHORITIES

ING. LUIS MARIO APARICIO GUZMAN RECTOR

LIC. CATALINA MACHUCA RODRIGUEZ DE MERINO ACADEMIC VICE- RECTOR

LIC. JORGE ALBERTO ESCOBAR FACULTY OF EDUCATION DEAN

ACKNOWLEDGEMENTS

We owe a special gratitude to LIC. SARA ALICIA VÁSQUEZ, LIC. AMÍLCAR BERNABÉ, and LIC. CLAUDIA YESENIA SOSA MESTIZO, for their careful and critical Reading of our research and their detailed comments which were very important and valuables in creating our final work.

Also, we wished to reflect our gratefulness to our advisor LIC. JORGE HOMERO LLANES for being our guide in this work elaboration process by the patience and professionalism with which he gave his direction us in each stage and by its contribution to the increase our knowledge on the subject in study until the end of this research.

Chapter 1 CONCEPTUAL FRAMEWORK INTRODUCTION The Grammar Translation Method’s Techniques (GTM) are the most used by English teachers, especially in public schools.

In some private schools,

nevertheless, it is used only in those with little economic resources. This method is applied in comparisons of languages, but it is not effective in all cases. However, it is a good approach to manage readings and written exercises in order to include a logical sense in students’ minds.

Educators apply this method because they are familiarized with it, since the learning of their first knowledge about English. If we go back in the time when we received the first lessons in this language, we remember that we were taught through this method. Nonetheless, this method and its techniques are used for beginner students mostly, because of the forms and vocabulary that create a good way to make English understandable, by using the students´ mother tongue. In other words, the student and their background are an important basis for the teaching- learning process.

English textbooks are designed according to the Ministry of Education’s (MINED) programs and oriented to teaching grammar rules and grammar structures, typical goals of Grammar Translation Method. There are methods and approaches for the language teaching-learning process. Most of them were created after the Grammar Translation Method appeared, for instance, the Direct Method, the Audio-Lingual Method and the Communicative Approach.

Nonetheless, a couple of centuries later, Grammar Translation Method continues as an application in schools of many countries. El Salvador is not an exception. Grammar Translation Method is useful in writing and reading skills and their development, because the vocabulary is increased during the practice of the language.

Besides, it is important to point out, that we have to take into account the good application of the method, didactic resources, as long as the student’s 1

motivation and interests which is needed to get the objectives. It means that the assimilation of English as a foreign language will be performed with good results. All those elements which are needed to perform this method will have excellent results by using the techniques according to the assessment of students and both intrinsic and extrinsic motivation developed by them in class.

The interest in facilitating the learning of a foreign language is not new.

Throughout the time, different approaches and techniques have been created and applied according to the different contexts, learners’ needs, and their learning capacities, with the purpose of using the language acquisition process as a bridge for developing the human potential by taking into account that these different methodologies have been designed to facilitate the teaching learning process of a foreign language in El Salvador.

However, the Grammar Translation Method can be successfully used as a tool in the development of two macro-skills which are reading and writing.

In the beginning of this research points out the importance of the Grammar Translation Method as a complement for the development of the four macro skills. Furthermore, it shows a brief description of all the parts of this study such as: the objectives which appear as the purposes or goals to get this study; then the authors present antecedents, which show different historical studies about the use or application of this method throughout the time and it contributes by being

a guide; it continues with the justification, which mentions the big

importance of this method by taking into account the role of the Grammar Translation Method as a complement to conduct English classes in Salvadoran classrooms which is today more significant than it was some years ago. This is due to the fact that today’s teachers are being trained to teach English in an effective way. Next comes the statement of the problem, which is presented in these terms “How effective is the application of GTM to develop the four English macro skills of ninthgraders of Dr. Andrés Gonzalo Funes school?,” then the goals and limitations which present the different positions that some authors have had throughout the history of the analysis at the study object; and, finally, the concepts and categories used during the development of this study.

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This investigation shows the historical transcendence that the Grammar Translation Method has had from its appearance in the 18th century so far in which its application in many countries has been seen as a form to teach foreign languages.

Nowadays GTM is used as a method for teaching of the English language as a foreign language in the majority of the schools of El Salvador. In this investigation the method of grammar translation sets out as a complement in the process of teaching of the English language since with the use of its techniques it is possible to obtain a good development of the writing and reading skills in the target language and it can support other methods for the development of oral communication and listening.

In addition, this investigation displays a wide overview on the sources of authors who are in favor of the Grammar Translation Method and authors are against this method. On the other hand, the authors of this thesis present the variables with the results obtained in the investigation done to a group of students and teachers and their opinion about the application and effectiveness of the Grammar Translation Method.

In the last part of the research, in nithgraders of Dr. Andrés Gonzalo Funes School, this study seeks to determine how effective the application of GTM for the English teaching is. It contains a little description of the subjects of this research and also provides that school with a guideline that will aid the teacher to have a better performance in their classes. That guide aims at students contact with Salvadorean authors and books and, at the same time, it enriches their knowledge about English. That is necessary because the public school doesn´t supply any material regarding Salvadorean literature. This guide is expected to would be useful for nithgraders, their English teachers and also for any other person who wish to consult about local literature.

It described the process of gathering data in order to helps this research to know the real situation of nithgraders of Dr. Andrés Gónzalo Funes School under the Grammar Translation Method application.

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GENERAL AND SPECIFIC OBJECTIVES

GENERAL OBJECTIVE To determine the effectiveness of the Grammar Translation Method as a tool for teaching the four macro skills in English classes to ninthgraders from Dr. Andres Gonzalo Funes School.

SPECIFIC OBJECTIVES 1- To provide a methodological guideline to improve the English teachinglearning process at Dr. Andrés Gonzalo Funes school in San Pedro Perulapán.

2- To identify the useful features of Grammar Translation Method’s techniques and the English teacher´s expertise to develop the four macro skills of ninthgraders.

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BACKGROUND The Grammar Translation Method application to language teaching has been congruent with the view of psychologists that mental discipline is essential for strengthening the powers of the human mind. Taking into account this scientific principle, this method was applied to the teaching of modern languages in the late nineteenth and early twentieth century.

As other languages began to be taught in educational institutions in the eighteenth and nineteenth centuries, the Classical Method was adopted as the chief means for teaching foreign languages. However, in the nineteenth century it came to be known as the Grammar Translation Method. There was little to distinguish Grammar Translation from what had gone on in foreign language classrooms for centuries beyond a focus on grammatical rules as the basis for translating from the second to the native language. Although the Grammar Translation Method does not enable students to develop listening or speaking skills, just emphasizes reading and writing macro skills, but the problem is that the students learn only its rules. Learning only the rules does not enable learners to speak any language because languages should be acquired by listening and speaking like children learn their mother tongue. For that reason learners do not develop the four skills with the Grammar Translation Method and the teachers complement the gaps left by the method with their own experiences through the times to contribute in their students performing.

For many years, foreign language teachers have been emphasizing the need of incorporating a cultural syllabus into the curriculum and to promote global awareness and cross- cultural understanding. When language acquisition activities are based on authentic cultural material or embedded in a cultural context, we can start to attain this important goal.

In addition to the ideas presented above, we can understand why Grammar Translation is so popular that it requires few specialized skills on the part of teachers who are only expected to focus on grammatical rules, memorization of 5

vocabulary and various declensions and conjugations, translation of texts, and doing written exercises. As part of Plan 2021, the Mined created the Compite Program on May 24th, 2005 with the purpose of enabling Tercer Ciclo and Bachillerato students to acquire the necessary competences of English language and improve their possibilities to communicate themselves. This program is to develop the four basic communicative macro-skills in the command of English language in students of junior high school and high school (listening, speaking, reading and writing). Likewise, the program was designed to help teachers to improve their linguistic competences and also to update the methods and techniques in their classes in order to have a better performance in their clases. Initially, the program was applied in the so-called Tercer Ciclo de Educación Básica (7th – 9th grade), Bachillerato and technological studies in schools to 5,250 students.

Nowadays the requests for teachers are more urgent than in other times.

Therefore, it is very necessary to incorporate new strategies that contribute to improve the teaching learning process English and also it lets to advance continuously in the teaching learning process of the students. One important element that has been used in other times too, it is the application of teaching methods. El Salvador is not an exception. Different methods have been applied throughout its territory. A method is considered as a combination of a given syllabus, a philosophical or theoretical approach and a choice of teaching strategies, all of which are then seasoned with a teacher´s personal style. For teachers it is important to correct the student´s mistakes, but they need to have the right form or strategy to do it.

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JUSTIFICATION The Grammar Translation Method can be successfully used as a tool in the development of the reading and writing skills of the English language as long as it is applied in the correct way, for it is necessary to know the development of this method and the steps through which it is put into practice. The method emphasizes the study of grammar through deduction that is through the study of grammar rules. A contrastive study of the target language with the mother tongue gives an insight into the structure of both languages. Students usually have a textbook containing all the contents suggested by the Ministry of Education (Mined), and teachers just try to cover such contents by writing sets of words, phrases, or sentences. Words sometimes have no relation among themselves. Students, on the other hand, are asked to translate them.

Generally, translations are from the foreign language into the mother tongue.

However, in some cases, translations are from the mother tongue into the foreign language.

The importance of this study lies on the following facts: a) The Grammar Translation Method can be effective tools for English teachers, who are constantly facing the learning problems that students present in the moment of learning other languages. Therefore, if The Grammar Translation Method’s Techniques are applied effectively by the teachers and also taking into account the knowledge of the teachers will be better the opportunities that any student will have to develop the four macro skills of the English language. b) In addition, the Grammar Translation Method can help the students through comprehension reading exercises to develop the critical analysis, where the they will be able of identifying, capturing the most relevant details as well as a critical issue. So, the students can enrich their lexicon enjoying literary passages, knowing the history of our country or other countries. c) The Grammar Translation Method is helpful to teach English to beginners because the explanations are in their mother tongue and students feel less

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stressed during the learning; therefore, it takes less time for teachers than doing it in the target language.

It is obvious that if the English language were taught since the first school courses and the methods were applied according to the learners´ social context, and the resources were as required by the holding up process, the students’ accomplishments and proficiencies would be satisfactory.

The role of the Grammar Translation Method as a tool to conduct English classes in Salvadoran classrooms is today more significant than it was some years ago. This is due to the fact that today’s English teachers are being trained to teach English in an effective way. So the Grammar Translation Method can be an appropriate tool to attain the objectives set up by the Salvadoran educational system. English teachers are in a better position to applying different techniques from different methods to improve their teaching and the Grammar Translation Method can provide some of their techniques.

Nowadays the Grammar Translation Method is known by some teachers and students as obsolete, boring and a little effective. However, a serious consideration would take it as an appropriate support for teaching English in the national educational system for the fortification of reading and writing in this language without stopping only focusing it like one of many tools for this work.

It is possible to state that the learning of a foreign language implies the four macro-skills known as listening, speaking, reading, and writing in a correct way, which implies to adopt different methods for the development of each. It is in this point where the Grammar Translation Method is supposed to be useful for the two first macro-skills mentioned above.

In English learning it is necessary to strengthen the necessary abilities which allow the students to get a whole learning of English as a foreign language. For this learning to happen it is necessary to apply some techniques to overcome the obstacles that students face. It is known that the objective of the Grammar Translation Method is the teaching of such skills as reading and writing of words, phrases or dialogues as an English language learning strategy.

Nevertheless, neither teachers apply methodologies in accord with the social 8

context nor do they count on the proper resources (cd player, tv, dvd player, etc.) In some cases, students even lack of textbooks. This is due to the fact that English teachers are subordinated to national educational structure.

Moreover, learners present not much motivation to learn English due to their environment in which they do not visualize the need, or the benefits that a foreign language can provide, Because of that scenario, it is important that English should be taught at beginning levels by applying the Grammar Translation Method, which facilitates the understanding of vocabulary and spends the teacher less time for explaining it to the students in their native language than trying it as a language that is not familiar to them.

El Salvador is one of the countries where the learning of the English language is an indispensable requirement. Learning a foreign language may represent an exciting challenge or an undesirable task for students, depending on their previous experiences or their personal goals in life. Language learning should not be represented as a cultural imposition or invasion. On the contrary, learning a new language represents opportunities to learn about other cultures, which can strengthen one's native culture and national identity. It is an opportunity to empower people to move in different circles and open possibilities for work, study, travel, and also information exchange.

There is a growing demand for people with advanced skills in English for job purposes. Moreover, every day there are more possibilities of access to mass media and communication technology that provides resources and information to those who understand English. The phenomena of the past decades of emigration of Salvadoran citizens to English speaking countries have provided an availability of English language resources and opportunities through the blend of different cultures and its influence on the family.

Basically, the English curriculum program applies the model of competencies to foreign language learning through the integration of language skills in the planning of classroom activity. For that reason, this research proposes to the teachers the use of the Grammar Translation Method as a tool for the teaching English as a foreign language, because it can help them to facilitate the comprehension on the part of the learners.

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Due to the changes the MINED program has implemented, it is necessary the combination of the Communicative competency approach1, which will be applied at the model of competencies to foreign language learning, through the integration of language skills in the planning of classroom activity. Integrating language skills and elements for communication means achieving language competency.

Language cannot be seen as a set of separate elements but an integration of these elements in order to achieve the goal of understanding and being understood. Start teaching listening, then speaking, followed by reading and writing will not prepare learners to master a foreign language communication.

First, students should learn vocabulary and then, take it to oral practice.

On this basis we can conclude stating that teaching English in the Salvadoran context does not consist of following an ordered system (first listening, then speaking, next reading and, finally writing). The different skills are taught taking into account the teacher´s lesson plan. As stated by Jeremy Harmer2: Therefore, GTM is easier for teachers to apply it as they do not have to be skillful in oral communication or writing, and they just need to have a basic knowledge about it. Another fact why they use it, is because, in some cases, they are not specialized in the subject, but they have to meet a school need. In most times they use their mother tongue for giving explanations and directions.

1

Canale Michael and Merril Swain (1992) Communicative Competency Approach Scarcella R C. and Oxford R L. p.88 2 Harmer, Jeremy, (2007) How to Teach English (New edition) China Pearson Education Limited p52

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PROBLEM´S STATEMENT

In the recent past, the English learning in El Salvador was useful just for a privileged group of people due to educational, economic, social, or political conditions. However, at present, because of the commercial agreements such as CAFTA with the United States (Central American Free Trade Agreement), and the opening of call centers operations as well as labor demands in some companies, to learn English is part of workers training for different positions, and people show some interest to learn it.

Salvadoran students face plenty of obstacles in learning English because of the reality which they are involved in. We can not overshadow the fact that El Salvador is a developing country, where most people lack of the most essential resources to live. Therefore, the English teaching- learning process in the educational system, above all in the public schools, deals with those difficulties that interrupt its development. The purpose of this research is to answer the following question How the lack of teaching materials (cd player, tv, books, etc.), the social context (poverty, violence, family disintegration), the methodology and the techniques applied by the educator at Dr. Andrés Gonzalo Funes School do not motivate ninthgraders to learn the English language.

Because of the aspects mentioned above, this research will try to show how effective is the application of GTM as a complement for developing the four English macro skills of ninthgraders at Dr. Andrés Gonzalo Funes school.

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SCOPES AND LIMITATIONS SCOPES This part explains briefly the most important arguments for and against the use of translation in foreign language teaching and learning. It offers a summary revision of the main language learning methods and their stances on the use of translation. It also sums up some of the exercises proposed by specialists in which some translation practice is involved. Finally, it synthesizes the arguments in favor of its incorporation starting from the theory of translation, the psycholinguistics of the translation process and the favorable evidence of multilingualism. The view that translation must be considered one more necessary skill in second language learning that must be incorporated to all syllabuses from the very first steps of teaching learning process.

Who initiated the study of grammar were the Greeks, who did it from a philosophical perspective and described the structure of the language. This tradition happened as much to the Romans who translated the grammar terms, so the sentence parts as the grammar accidents; many denominations have arrived at our days (like for example nominative, singular, neutral). But neither the Greeks nor the Romans knew how the diverse languages were related to one another. (The problem considered with the comparative grammar, it was the dominant approach in the linguistic one of century XIX) In the middle of century XX, Chomsky, who had received a structural formation in the school of Bloomfield, looked for the form to analyze the syntax of English within the structural principles. His effort led to him conceive grammar as the theory‘s structure and not as the description of concrete sentences. This was understood like a Mechanism; that produces a certain structure that is not only a determined language, but belongs to the competition, that is to say the capacity that have to people to emit and to understand the sentences that comprise their language or any other.

Thomas’ Proposal Rewriting Exercises Thomas3 considers that translation obeys to considerations of communication (notional-functional or communicative method), that is not the search of correspondences. In order to obtain it, the analysis of the speech has to be a method for the translation. The problems of the apprentices are related to: a) The wrong interpretation of the context b) The lack of sensitivity before the textual organization 3

Thomas Klammer, Analyzing English Grammar (6th edition) (2009) Longman.

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c) The excessive subordination to the dictionaries.

Boas’ Proposal Defied the traditional methodology of grammar when he studied other non IndoEuropean languages and that did not have written testimonies, like the Indian languages of the United States. He thought that the human capacity that it is the language is organized in the grammar of each concrete language. All descriptive grammar would have to describe the relations that settle down between the words and the sentences of a language, from the inventory that prepares the people in the language. Thanks to the innovating effort of the work of Boas, linguistic the descriptive one became the dominant grammar in the United States during first half of century XX4.

The integrated proposal of Newmark It relates types of translation and types of pupils: a) For the first stages of learning of a target language the direct translation saves time, consolidates the lexical and grammar base and facilitates the understanding and the memorization, although its practice does not have to dominate the educational function. b) For the mean level the direct translation of words and sentences is valid to treat errors and interferences. And, sometimes, in similarities of certain semantic fields, also he is useful to extend the vocabulary in mother tongue. c) For the advanced level, the translation is hard to recognize as the fifth skill, next to the speech, the writing, the reading and the oral understanding, since it concentrates on the text and requires a high knowledge of the two languages.

According to the integrated proposal of Newmark5 it is deduced that the practice of translation in any of the levels of a course of foreign language is not due to leave and that must be integrated like one more skill in the advanced level of learning, as proposed by the authors. Another thing is the concrete application of the translation exercises and its different modalities, something that only seems to correspond to the teacher of L2, that must at any moment know the interlanguage of the apprentices and their level of progression in the communicative competition of the group.

The proposal of Kelly Kelly, proposes exercises of general text translation (literary, journalistic, etc.), and not of specialty (terminological or of specialized therm). One inclines to

4 5

Hans Boas, Contruction Grammar in the twenty first Century (2007) Concordia University Press Leonard Newmark, A Reference Grammar for Student (1982) Stanford University Press

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choose tourist and journalistic texts, for being informative and not to contain a thematic one very specialized.

The proposal of Süss For Süss6 it is necessary, at least, to distinguish following modalities of translation applicable to education and the learning of a foreign language: Grammar translation: it consists of translating brief syntactic units of a certain structure that presents/displays learning problems Directed translation: a text in mother tongue is given to the student, who must respond to the questions of the professor in foreign language (direct questions on the lagoons of the text or questions).

Direct translation: they are confrontational exercises between texts in mother tongue and foreign language. They persecute, mainly, to stimulate the search of equivalents in the mother tongue of expressions of the foreign language.

Interesting for certain aspects of the grammar.

Comparison and critic of other people's translations: it has like objective making clear diverse predominant communicative functions and taking it brings back to consciousness of which in translation there are many solutions whose adjustment can be debated for the students.

Noam Chomsky ´Proposal Is a linguist, philosopher, mathematician, activist, author and American political analyst, who proposed the generative grammar7, discipline that in center located the syntax of the linguistic investigation and with which it changed the perspective, the programs and methods of investigation in the study of the language completely, activity that is definitively lifted to the category of modern science. Its linguistic one is a theory of the individual acquisition of the language and an explanation of the structures and deeper principles of the language. It postulated a good aspect defined of innatismo with regard to the acquisition of the language and the autonomy of the grammar (on the other mental systems), as well as the existence of a scientific history of the last times, which has ended up to him turning into one of the mentioned authors more and also more respected.

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Süss, K. (1997). «La traducción en la enseñanza de idiomas». En: M. A. Vega & R. Martín-Gaitero (ed.). La palabra vertida. Investigaciones en torno a la traducción. Madrid 7 Noam Chomsky, Chomsky ´Universal Grammar (2 edition) (1996) Wiley-blackwell

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LIMITATIONS Teaching a foreign language has different characteristics that depend among other factors, the method used, the purpose for which it is being taught, the social setting or context where it is realized the means and resources that are available, the interest of students and teachers or the institution where they teach, the language level is required, the objectives of a specific curriculum and teacher preparation level.

The use of mother tongue in foreign language teaching has been a point of discussion since the emergence of the methodology of language teaching. Reject a method, it takes another, and each of them is a different view about this topic. Some rely heavily on the native language and rely on her and others to outlaw it completely. For example, 8

Stern written on the side approach to the comparative linguistics and states:

“Lado (1957) was concerned with the concept of difficulty in language learning… Since an individual tends to transfer the features of his native language to the foreign language, a comparative study will be useful in identifying the likenesses and differences between the languages” (Stern, 1983:159).

Previously, the same author, in an analysis of methods and approaches used in teaching a foreign language arose in the method of grammar and translation (grammartranslation method) "... the memorization of rules and facts related to first

language meanings by means of massive translation practice” (Stern, 1983:455) is the root of the method.

Widdowson seems to favor the use of mother tongue in language teaching. This author proposes the schema-to-discourse discourse which is based on 3 principles, the principle of rational appeal, the principle of integration and the principle of control. In explaining the first principle poses the following: "... language learners should be

made aware of what they are doing when they undertake language tasks, that they should be led to recognize that these tasks relate to the way they use their

8

Stern HH. Fundamental Concepts of Language Teaching. (1983) Oxford: University Press

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own language for the achievement of genuine communication purposes. This principle naturally leads to associate the language to be learned with what the learner already knows and to use the language for the exploration and extension of his knowledge9” (Widdowson, 1979:158-59).However, one of the most significant arguments against the use of language is that mother tongue is responsible for a series of errors in target language, so-called interlingual causes of errors or external interference or negative language transfer. On this, Clark says “If we attempt to apply stimulus-response theory to the question of translation, we get tangled in a web of conflicting arguments. This seems to be the argument which has influenced people who are opposed to the use of the first language in the classroom. However, one could also reason that when it comes to learning the meaning of words in the new language, the first language can be very helpful10” (Clark, 1976:41).

Ur, argues that mother tongue is beneficial for the student and said that “Mother tongue is extremely useful for clarification and instruction, for quick translation as an alternative to lengthy and difficult explanation, for contrastive analysis to raise language awareness and help students avoid mother-tongue interference.

It also has a place in testing if students can give you a rough translation of a foreign language item or text that is pretty reliable evidence that they have understood it11” (Ur, 2000:27).Although, Prator and Celce-Murcia in Teaching English as a Second Foreign Language (1979:3) said that it is little or no attention is given to pronunciation with the Grammar Translation Method and the speaking and listening macro skills aren’t put in practice.

Bolitho said that “at some stage in your language teaching you have to allow the learners to say what they want to say, and if they are going to do this, you are going to have to allow them sometimes to use their mother tongue12” (Bolitho, 1983:238).Although, Schweers 9

says that

“English should be the

Widdowson HG. Teaching language as communication. (1979) UK: Oxford University Press

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11

12

Clark R. Adult theories, child strategies and their implications for the language teacher.

Ur P. The Communicative Approach revisited. Newsletter. 2000;6:1-4. Cambridge University Press

Rod Bolitho,Exploring Grammar in contenx(2000) Carter, Hughes and McCarthy

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primary vehicle of communication in the English environment” (Schweers, 1999:6).

Abbot, in relation to the learning of English, said that “the student may learn quite a lot about his own language as a result of mentally comparing it with English13” (Abbot, 1982:29). Obviously, there are many drawbacks to the grammar-translation approach. Virtually no class time is allocated to allow students to produce their own sentences, and even less time is spent on oral practice (whether productive or reproductive). In addition, there is often little contextualization of the grammar -- although this of course depends upon the passages chosen and the teacher's own skills. Culture, when discussed, is communicated through means of reading passages, but there is little direct confrontation with foreign elements. Perhaps most seriously, as Omaggio points out, the type of error correction that this method requires can actually be harmful to the students' learning processes: "students are clearly in a defensive learning environment where right answers are expected.14" (Omaggio 91) Although, Atkinson suggests the limited use and careful mother tongue in foreign language classes, it also suggests that it might be used for translation as a teaching technique, and in this connection Widdowson has declared that “translation, conceived of in a certain way, can be a very useful pedagogic device and indeed in some circumstances, notably those where a foreign language is being learnt for ‘special purposes’ as a service subject, translation of

a

kind

may

provide

the

most

effective

means

of

learning”

(Widdowson,1979:103).

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14

Abbott G, Wingard P. The teaching of english as an international language. Glasgow and London: Collins; 1981.

Alice Omaggio Teaching Language in Context, (third Edition) (2001)Boston: Heinle and Heinle

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CONCEPTS & CATEGORIES In this century the Grammar translation method is always applied by many teachers in the public and private schools. Therefore, appear into this scenario some important details that are used in the employment of this method, and it is very necessary to establish the definitions of these terms to get a better understanding of these words. What follows is a list of technical terms used in this research.

Method a way of doing anything; mode; procedure; process; esp., a regular, orderly, definite procedure or way of teaching, investigating, etc.

Grammar Translation Method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin, which was used for the purpose of helping students to learn grammatical rules, memorization of vocabulary, read and appreciate

foreign literature.

Basically, method means a “way to get a goal”; Etymology15: From Ancient Greek (methods) "pursuit of knowledge, investigation, mode of prosecuting such inquiry system”, which refers to the general groups of rules, procedures and specifications about teacher and students’ classroom behaviors. It represents the way to drive the thoughts or the actions for getting an aim.

A language learning method16 is an overall plan for learning a second language, based on the theoretical approach selected. There is often confusion among the terms, approach, method, and technique. These three terms may be viewed as points along a continuum from the theoretical (approach), in which basic beliefs about language and learning are considered to design (method) in which a practical plan for teaching (or learning) a language is considered, to the details (technique) where the actual learning activity takes place.

15

Oxford Wordpower Dictionary, Oxford University Press(Fourteen impression) (1998) Oxford New York.

16

Jeremy Harmer, English Language Teaching Third Edition Pearson Educational Limited, 2004

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A language-learning technique17 is an explicit procedure or strategy used to accomplish a particular learning objective or set of objectives.

An approach to language learning18 consists of the techniques and activities you decide to use to learn a language, based on • • •

beliefs about language and how it is learned learning style preferences the constraints of the learning situation

Also an approach is considered as a theory that serves as the source of practice.

Model19: abstraction of a set of procedures according to an approach.

Procedure20: Ordered sequence of techniques: “First you do this then you do this”.

Strategy21: Combination of procedures, techniques and resources to meet learning goals. It is along term plan of action designed to achieve a particular goal, most often “ winning” Strategy is differentiated from tactics or immediate actions with resources at hand by its nature of being extensively premeditated, and often practically rehearsed. Strategies are used to make the problem easier to understand and solve.

The word derives from the Greek word stratēgos, which derives from two words: stratos (army) and ago (ancient Greek for leading). Stratēgos referred to a 'military commander' during the age of Athenian Democracy

17 18

19 20

21

Ibid Jeremy Harmer, English Language Teaching Third Edition Pearson Educational Limited, 2004 Oxford Wordpower Dictionary, Oxford University Press(Fourteen impression) (1998) Oxford New York.

Oxford Wordpower Dictionary, Oxford University Press(Fourteen impression) (1998) Oxford New York.

Ibid

19

Language22: A body of words which are combined to get understanding by community of people.

Language acquisition23: is a synonym for language learning; which reflects an understanding of learning as acquiring or getting knowledge, rather than just knowing about something.

ESL24 means "English as a second language". People usually use the term ESL to talk about teaching English to people who do not speak English. Usually, ESL teaching happens in an English-speaking country. Often, ESL students are people who came to live in an English-speaking country, and do not speak English very well.

If we talk about teaching or learning English in a country where English is not spoken, we usually use the word "EFL", but "ESL" is sometimes used, too.

TEFL25 or teaching English as a foreign language refers to teaching English to students whose first language is not English and is taught in a region where English is not the dominant language and natural English language immersion situations are apt to be few. TEFL usually occurs in the student's own country either within the state school system, or private, either in an after-hours language school or with a one-on-one tutor. The teachers may be native or nonnative speakers of English.

Language teaching26 came into its own as a profession in the last century.

Central to this process was the emergence of the concept of methods of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning.

22

Oxford Wordpower Dictionary, Oxford University Press(Fourteen impression) (1998) Oxford New York Alice Omaggio Teaching Language in Context, (third Edition) (2001)Boston: Heinle and Heinle 24 Ibid 25 Ibid 26 Alice Omaggio Teaching Language in Context, (third Edition) (2001)Boston: Heinle and Heinle 23

20

Methodology27 in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology links theory and practice. Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, and approaches are language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. h".

Methodology28 (also called manner) is defined as 1. "the analysis of the principles of methods, rules, and postulates employed by a discipline"; 2. "the systematic study of methods that are, can be, or have been applied within a discipline"; or 3. “Methodology refers to more than a simple set of methods; rather it refers to the rationale and the philosophical assumptions that underlie a particular study. This is why scholarly literature often includes a section on the methodology of the researchers.

4. The word "methodology" is itself often misinterpreted or ill-understood. It is usually given lip-service as an explanation for the way a given teacher goes about his/her teaching, a sort of umbrella-term to describe the job of teaching another language. Most often, methodology is understood to mean methods in a general sense, and in some cases it is even equated to specific teaching techniques. It does (or should) in fact mean and involve much more than that. It is found that Brown's (1994:51) definitions (reflecting current usage at the time and drawn from earlier attempts to break down and classify elements to do with methodology) are the most useful.

Curriculum/Syllabus29

27 28

29

Ibid Oxford Wordpower Dictionary, Oxford University Press(Fourteen impression) (1998) Oxford New York.

Oxford Wordpower Dictionary, Oxford University Press(Fourteen impression) (1998) Oxford New York.

21

Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context.

Technique Any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives.

Skill (also called talent) is the learned capacity to carry out pre-determined results often with the minimum outlay of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires a certain environmental stimuli and situation to assess the level of skill being shown and used.

Target language30 A language that a nonnative speaker is in the process of learning.

Target language is a language that is the focus or end result of certain processes. •

In applied linguistics and second-language pedagogy, the term "target language" refers to any language that learners are trying to learn in addition to their native language. The same concept is often expressed as "second language" or "L2."

•

In translation, the term "target language" is applied to the language that a source text is being translated into.

A first language31 (also mother tongue, native language, arterial language, or L1) is the language a human being learns from birth. A person's first language is a basis for sociolinguistic identity.

30

Oxford Wordpower Dictionary, Oxford University Press(Fourteen impression) (1998) Oxford New York.

22

Mother tongue32 The term "mother tongue" should not be interpreted to mean that it is the language of one's mother. In some paternal societies, the wife moves in with the husband and thus may have a different first language, or dialect, from the local language of the husband. Yet their children usually only speak their local language. Only a few will learn to speak their mothers' languages like natives.

Mother in this context probably originated from the definition of mother as source, or origin; as in mother-country or -land.

Grammar: A set of rules and examples dealing with the syntax and word structures of a language.

CAFTA: Central America Free Trade Agreement. ( a cooperation covenant establish between the United States government and those governments of Central America countries) MINED: Ministerio de Educaciòn

31 32

Jeremy Harmer, English Language Teaching Third Edition Pearson Educational Limited, 2004 p. 51-57 Jeremy Harmer, English Language Teaching Third Edition Pearson Educational Limited, 2004 p. 51-57

23

24

Chapter 2 THEORETICAL FRAMEWORK METHOD THEORY PRINCIPLE In the recent past, yet this method is still in use in many countries. It maintains the mother tongue of the learner as the reference particularly in the process of learning the second/ foreign languages�1 This is known as the classical Greek method, in which translating was the prior competence that students had to acquire.

The emphasis is mainly given to the grammatical system and the reading and translation of literary texts in the targeted language. On the one hand, for learning a language it is necessary to communicate in that language, for which one has got to be good at listening and speaking skills. On the other hand, GTM is still being applied in secondary schools in our country for the same purpose, because GTM can be used effectively at the early stages of primary education or at the beginners’ ´level.

All in all, GTM cannot help an English learner to communicate. Therefore it is suggested to avoid teaching English at secondary school level and use a communicative approach so that students may also get competence over speaking and understanding English to enlighten their future, not only in further studies but also in their professional fields.

Many weaknesses can be attributed to learning English problem in El Salvador, including old syllabus, untrained faculty, lack of environment, lack of practice and training, overcrowded classrooms, inappropriate strategy, motivation etc.

Throughout the time, several authors have been analyzing the use of translation in English as a Foreign Language (EFL) classroom from different perspectives.

Some defend the practice of translation in the EFL context not as a mean in itself, but as a strategy to enable students to become more independent and better skillful when using a foreign language. Having that in mind, the use of 1

Hadinata, Purwarno ( 2006 ) Methods of Language Teaching, Medan, Indonesia, University of North Sumatra

24

translation can bring many benefits for both teacher and learners, such as the following: 1) Translation provides learners with the practice and skills necessary to communicate accurately, meaningfully and appropriately; 2) Through translation activities, teachers can promote interaction among learners since they involve the negotiation of multiple possibilities of form and meaning; 3) Translation can help learners to interpret, negotiate and express meaning from different perspectives, according to the context and its different interpretive communities 4) The practice of translation encourages the reflection on language usage and the exchange of different points of view, raising language awareness.

If we go back to the many methods that permeated the teaching-learning of foreign languages, it can be verified that translation was part of it in one way or another. Unfortunately, it was always seen as a mere exercise of translating word by word, without any context, and in many instances even as a punishment for bad behavior in class as a form of making students quiet and busy.

Most teachers who employ the Grammar Translation method to teach English would probably say that (for their students at least) the most fundamental reason for learning the language is to give learners access to English readings, develop their minds “mentally� through foreign language learning and to build in them the kinds of grammar, reading, vocabulary and translation skills necessary to pass any one of a variety of mandatory written tests required at high school or tertiary level. By the experience of other teachers who employ this method 25

who might also say that it is the most effective way to prepare students for global communication by beginning with the key skills of reading and grammar.

So, others may even go so far as to say that they think it is the least stressful for students, because their students like to communicate using their own mother tongue and almost all the teaching occurs in L1 and students are rarely called upon to speak the language. In addition who uses this method might foment the reading habit in the students. Also it is important to mention that applying properly the techniques of this method is very effective and it gets good outcomes in the student’s process.

It is known that the general objective of the Grammar Translation Method is the teaching of skills as reading and writing of words, phrases or dialogues as an English language learning strategy. Moreover, teachers who do not know it by name apply it since it is the most common way to teach a foreign language.

This method presents activities such as translating from the target language to the students mother tongue and vice versa. That is why this research verifies the use of Grammar Translation Method in the teaching-learning process in high school level in order to determine advantages and disadvantages of applying it.

The Grammar Translation Method’s techniques are still common in many countries- even, dominating European and foreign language teaching up to now, and it continues to be widely used in some parts of the world. Nowadays, the public school principals, demand a focus of grammatical accuracy. They observe that in the schools teacher and students write ungrammatically. Then, they insist on teaching explicit grammar; at the same time, supervisors are often reluctant to accept and change the way of teaching. Therefore, they compel the teachers to follow a certain plan and to cover certain lessons in a given period of time.

The use of the first language that has dominated the field for most of its existence is the Grammar Translation Method. According to Richards and Rodgers2, a key feature of Grammar Translation was that the students’ native 2

Richards, Jack C and Rodgers Theodore S, (1995) Approaches and Methods in Language Teaching Cambridge:

Cambridge University Press.

26

language was employed as the medium of instruction, used to explain new items and to draw comparisons between the foreign language and the student’s native language.

According to Frank (The German scholar F.Frank), a language could be best taught by using it actively in the classroom. Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom. Learners would then be able to induce rules of grammar... known words could be used to teach new vocabulary, using mime, demonstration, and pictures.

In most foreign language contexts, using the learners’ first language to give brief explanations of grammar and lexis, as well as for explaining procedures and routines, can greatly facilitate the management of learning.

The students who have learned a foreign language through GTM find it difficult to give up the habit of first thinking in their mother tongue and than translating their ideas into the target language. Therefore, they fail to get proficiency in the second language approximating that to the native language. The method, therefore, suffers from certain weaknesses for which there is no remedy. It is obvious that with no practice, students cannot speak any foreign language.

Some examples of authors who are in favor with Grammar Translation Method are presented below: Sidney Morris Morris in his book called “Techniques in Latin Teaching” speaks about the definition of method and also other important points of view of his; for that reason, it is worth taking into account the following: “Latin has been studied for centuries, with the prime objectives of learning how to read classical Latin texts, understanding the fundamentals of grammar and translation, and gaining insights into some important foreign influences Latin has had on the development of other European languages. The method used to teach it overwhelmingly bore those objectives in mind, and came to be known as the

27

Classical Method. It is now more commonly known in foreign language teaching circles as the Grammar Translation Method.”3 Anthony P. R. Howatt Howatt considers some principles of the Grammar Translation Method in his book The Empirical Evidence for the Influence of L1 in Interlanguage. He expresses his ideas about the matter in these terms: “Grammar and Translation are actually not the distinctive features of GT, since they were already wellaccepted as basic principles of language teaching. What was new was the use of invented, graded sentences rather than authentic literary texts in order to make language learning easier.”

Roger William Brown Brown is in agreement with the use of Grammar Translation Method and his point of view appears in his book Incremental Speech Language. He says: “This method requires few specialized skills on the part of teachers.” His assertion is valid because any teacher unskillful in oral communication can conduct English classes in an effective way. He also adds: Grammar rules and translation tests are easy to construct and can be objectively scored” He states this due to the fact that language and the tests require only translation from the target language into the native one or vice versa. His final viewpoint is as follows:

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 exercises4.

3

4

Morris, Sidney. (1996: 12) Techniques in Latin Teaching, Boston, M A, Dufour Editions.

Brown, H. D.(2007). Teaching by principles (3rd ed) White Plains, New York: Pearson Education

28

Stephen Krashen Let us take into account the comment of Krashen who describes the ideal way of bilingual education. He claims that learners are taught in their language and then comprehensible subject-matter is also provided in an ESL format. For example, Math is taught to Mexican students in Spanish primarily and then they are instructed in English meaningfully by providing comprehensible input.

According to him, such a program meets the three basic requirements of a successful bilingual program.

First, it gives learners opportunities to hear comprehensible input in the language for which they lack proficiency. Besides, learners have the opportunity to gain subject-matter knowledge as it is primarily given in their first language (Krashen,1995).

As we all know, there is a misinterpretation that learners who are limited English proficient also lack cognitive development as they fall behind in this subject matter. However, it is not correct. If they understand the instruction, they can be successful as well. With the aid of this method, learners will also have the proficiency in subject matter. Krashen (1995) says that when learners are instructed in their first language, they develop cognitively and this cognitive development promotes language learning.

The third requirement that Krashen suggests is that learners should maintain and develop their first language (Krashen, 1995). When children develop cognitive academic language proficiency in their first language, it complements the development of Cognitive Academic Language Proficiency (CALP) in their second language (Cummins, quoted in Krashen, 1995). CALP refers to the skills that enable language learners to interpret cognitively demanding, contextreduced discourses (Cummins, 1994).Most of the minority students are very fluent in daily conversation as such conversations are usually contextembedded,

cognitively

undemanding.

As

they

can

easily

develop

communicative skills, an appropriate program to develop CALP is to be.

29

Jack C. Richards and Theodore Stephen Rodgers Richards and Rodgers point out that it is easier for learners to learn other languages when Latin has been taught before. Most of the students who were taught Latin were very well educated and therefore it was easier for them to learn a different language. It was thought that the same teaching method to teach Latin could be used to teach other foreign languages5.

Tim Bowen Tim Bowen is a professor and instructor, who works at Embassy- CES in Hastings, England. He thinks that using the mother tongue to give explanations will get better outcomes .He goes on discussing the right or wrong use of the mother tongue in mono lingual classrooms and ends up stating that in many instances. He underlines the following aspects: The mother tongue can be used to provide a quick and accurate translation of an English word that might take several minutes for the teacher to explain and even there would be no guarantees that the explanation had been understood correctly.

At the same time the researchers show some different point of view about this topic they are some authors who thinks that GTM is not a good method for English teaching.

Summarizing this analysis, one can say that the works of authors who encouraged the use of translation practices in the EFL teaching is an attempt not only to demonstrate that it is a valid resource to be used judiciously in the classroom, but also to present our point of view based both on our professional and theoretical competence.

He states that the translation practice assumes the fact that the study of a foreign language is similar to the study of the classical one. At the same time he points out some disadvantages of using GTM, for example:

5

Richard, J ,& Rodger , T(2001). Approaches and methods in language teaching (2nd ed) Cambridge, Cambridge University Press.

30

*The study of a foreign language produces students who remember language courses with distaste due to the fact of memorizing unusable grammar rules and vocabulary. *The result of this approach is an inability on the part of the students to use the target language for communication. *There is a little use of the target language.

Henry Sweet and Wilhelm Vietor also disagree with the use of GTM They Share many beliefs about the principles on which a new approach to teaching foreign languages should be based. They claim for a communicative approach in the classroom and some of the principles on which they base their assertions are these: 1) The

spoken

language

is

primary

and

reflected

in

oral-based

methodology.

2) The findings of phonetics should be applied to teaching and teacher training.

3) Learners should hear the language first.

4) Words should be presented in sentences, and sentences should be practiced in meaningful contexts.

Saviour and advocators of the Natural method argued that all foreign language must be taught through direct demonstration or action without translation or the use of learners' native language.

The Direct Method, also called the Natural Approach, developed towards the end of the 19th century, represents critical reaction against languages using the Grammar Translation Method. Teachers felt frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students. Thus, they began to experiment with a new way of teaching language called the Direct Method. The general goal of the Direct Method is to enable students to use a foreign language to communicate.

31

The basic premise of Berlitz’s method was that second language learning should be more like first language learning:

lots of active oral interaction,

spontaneous uses of the language, no translation between first and second languages, and little or no analysis of grammatical rules6.

The Grammar Translation Method by definition has a very limited scope of objectives. Because speaking or any kind of spontaneous creative output was missing from the curriculum, students would often fail at speaking or even letter writing in the target language. Later, theorists such as Vietor, Passy, Berlitz, and Jespersen began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar translation was missing. They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar translation, students lacked an active role in the classroom, often correcting their own work and strictly following the textbook. Based on these ideas some authors give their criticism about the Grammar Translation Method as follows: Charles Joseph Dodson.

Dodson in his book Language Learning and the Bilingual Method, argues about what affective is learning a second language using translation techniques. His opinion is that the student cannot get a second language through translation skill.

He state that: “Even if learning a language by Grammar-Translation method trained mind in logical thought, there is little evidence to suggest that this faculty is transferable to other walks of life beyond the language classroom. Deplorable to assume that language is only acquired through translation skills, and this at the expense of oral skills (imagine disaster in, comprehensive schools with mixed ability classes). Low translation standard - caused by grammatical techniques which force learner to deduce FL sentences ‘by selecting from a multiplicity of rules and exceptions and individualized words. It is inevitable that language learning process should fail down7”.

6 7

Berlitz, Charles & Strumpen, Darrie (1986) Handbook of effective English (1rst ED) New York, NY. Grosset & Dunlap.

Donson, C.J (1972) “Language Learning and the Bilingual Method” Lincoln Pitman, Pitman Education Library

32

Purwarno Hadinata Hadinata, in his book Methods of Language Teaching, considers that GTM is an unnatural method because it is necessary to learn a second language like the people learn their mother tongue, so this process has a specific order like the way children get a language. He says: “It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing. That is the way how the child learns his mother tongue in natural surroundings. But in the Grammar Translation Method the teaching of the second language starts with the teaching of reading. Also, the speech is neglected; this method lays emphasis on reading and writing8�.

O. Attamimi Nasser Nasser, as an Instructor of Attamimi Faculty of Education-Sayioun. He comments about Grammar Translation as the dominant method in many ELT classrooms but the problem is that through this method the students are not able to produce a second language because the students just develop two skills and do not practice oral and listening skill.

There is no attention paid to accurate pronunciation. Furthermore, there is no attention paid to the use of language in communication and on the activities of listening and speaking. But the problem emerges in ignoring the active oral use of the language by the students. Consequently, students do not feel that they have mastered the rules of the target language. Their role in the classroom is for the greater part of the time a passive one. They only absorb and then reconstitute what they have absorbed to satisfy their teacher. Moreover, the grammar-translation method is not successful with the less intellectual students who muddle through making mistakes over and over again. Such students find foreign language study very tedious. Thus, they drop out of the class and consider such learning as an impossible because only two skills are developed in all the learning9.

8

9

Hadinata, Purwarno ( 2006 ) Methods of Language Teaching, Medan, Indonesia, University of North Sumatra Nasser O. Attamimi, Faculty of Education-Sayioun Grammar Translation, Yemen, Yemen Time.

33

Neff Garrett.

Garrett thinks that the problem with grammar is that this method impeded the oral communication because grammar just focuses on rules about any language and not enough for learner whom want to speak a second language.

It is still debated whether explicit attention to grammatical structures is conducive to student mastery of a foreign language. The main argument against grammar translation is that the structures learned through explicit grammar teaching are of little or no use to the learner, as communicative ability is impeded through attention to form rather than attention to meaning, or rather: the learner learns about the language rather than learning to use it10.

Reynaldo Jimenez & Carol Murphy.

They defend the importance in oral communication development in order to teach a second language because it is necessary to speak it not only write it and read it when the students want to communicate with other person.

Due to the nature of the method, very little emphasis is placed on the productive competencies necessary for communicative ability in a language, and as a result students of this method are claimed to almost universally exhibit deficiencies in their oral communicative abilities11.

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.

Grammar Translation Method does not enable students on listening or speaking skills, just on reading and writing a bit. Learning only the rules does not enable

10

Garrett, Neff. (1986). The problem with grammar: what kind can the language learner use? The

Modern Language

Journal, Vol. 70, No. 2. (pp. 133-148) Lincolnwood, IL: National Textbook Co. 11

Jimenez, Reynaldo. & Murphy, Carol. (1984). Proficiency projects in action, teaching for proficiency, the organizing

principle. Theodore V. Higgs (ed). (pp. 204) Lincolnwood, IL: National Textbook Co.

34

learners to speak because languages should be acquired by listening and speaking like children learn their mother tongue. However now the teacher are better trained and are able to help the students two other macro skills.

Likewise, the steady practice helps learners to get acquainted with language while they develop certain skills instinctively. Consequently, by memorizing rules it is difficult for students to assimilate any language. Another disadvantage is that students usually think in their mother tongue and, then, translate their ideas into the foreign language. That is an obstacle for getting proficiency, and that habit will stand until they get other skills.

The GTM has survived throughout the times despite of the creation of other methods with oral approaches. This method consists above all of learning grammar structures and translations of literary passages into the native language. Some principles of this method are applied in Salvadoran public schools, but the most important ones are ignored by teachers. For example: 1) Deductive teaching of grammar: The rules are memorized, together with verb conjugations and other grammatical paradigms. This knowledge is applied through the task of translating sentences in and out of the target language.

Students are made conscious of the grammatical rules of the target language.

The same goes for teaching morphology and word-building. The detailed analysis of a grammar rule is provided and the rule is illustrated.

2) Meticulous standards of accuracy and focus on form: Errors are intolerable, and are immediately corrected by the teacher. The correct answer must be full and accurate. If the student doesn't know it, the teacher supplies him/her with the correct answer.

3) Focus on the sentence: As a rule grammatical structures and vocabulary are practiced through translation of separate sentences. Originally this was meant to facilitate language learning and grammar analysis instead of using longer texts.

4) Bottom-up approach to language analysis: Letters and sounds are learned before words, words before sentences.

35

5) Lexicon equivalency of the native and target language: It is believed to be possible to supply all target language words with their native language equivalents.

6) Emphasis on reading and writing: Literary language is considered superior to spoken language and is therefore the language students study.

7) Focus on literature and the fine arts as the main components of the target culture: The target culture is viewed as consisting of literature and the fine arts.

8) Use of the student's native language as the medium of instruction: Explanation of linguistic phenomena is provided in the native language.

Students use the mother tongue terminology to report memorized rules12.

Grammar Translation Method just as the name suggests, emphasizes the teaching of the second language grammar, its main technique is translation from and into the target language. In practice, reading and writing are the major focus little or no systematic attention is paid to speaking or listening. The student´s native language is maintained as the reference system in the learning of the second language.

Through the time it is known that children use language to represent their thoughts about the world. Therefore one philosophical idea about language has developed; which says that the language is a way of thinking and a way of representing the ideas of the world. The Grammar Translation Method is widely used in the classes because it is an indispensable tool to develop the four English skills in the students. Nowadays, Grammar Translation Method, Direct Method, Total Physical Response, Communicative Approach etc. Represents a big opportunity to help the students in their weaknesses of the language; it can enrich their knowledge of the English language, but the Grammar Translation Method is recommended as tool for helping the teachers in their English classes for beginners because the rulers are given in the mother tongue.

Therefore, it is necessary to determine that with the experiences and the knowledge of the teachers the four English skills are able to develop it. A 12

Larsen Freeman, Diane Techniques and Principles in Language Teaching Oxford University, Oxford New York 2000

36

triangle can be formed in the English Teaching process by the teacher, the student, and GTM when the teacher use this method in order to teach reading and writing but, uses his/her own knowledge for speaking and listening teaching this. GTM can provide the tools to develop several activities where the teacher is performing the four macro skills.

According to the research as group we can conclude that the Grammar translation method is an effective tool to develop just only two macro skills such as reading and writing skills also, we are agreement with some authors who are agreement with this method ;due to the points of view of different English teachers who are specialist in this area confirmed to apply this method in their English classes and they comented that this method is an effective tool to develop the reading and writing skills and also they recommend to apply others English teaching methods to get an integral education about the students.

Therefore, it is very important to mention that it is necessary to apply other methods not only the Grammar Translation Method because in this form the other two macro skills will be developed such as speaking and listening.If this method is applied in the correct way and it is applied with other methods the teaching learning process in the students will be better and their outcomes too.

37

EMPIRICAL FRAMEWORK Language teaching came into its own as a profession in the last century.

Central to this process was the emergence of the concept of methods of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods preoccupied teachers and applied linguists throughout the 20th century. Howatt (1984) documents the history of changes in language teaching throughout history.

For the statistical survey, we selected a total of thirty ninthgraders whose ages were between fourteen and sixteen years. They were students of Dr. Andres Gonzalo Funes School in San Pedro Perulapán, in the department of Cuscatlán in 2008. Due to the limitation of specialists in the area of English at the Centro Escolar Dr. Andres Gonzalo Funes, given the fact that just one teacher who is the attendant of the ninth grade, when she was the only teacher in charge of teaching the subject English language; despite not being a specialist in this field. During the visits done to the Dr. Andres Gonzalo Funes School, the researchers found that the teacher used the grammar translation method in her classes for that reason her students were observed and evaluated during this research process. Therefore, through this study it was determined how effective is the grammar translation method as a tool in the teaching-learning process.

We have studied a group of 37 students because they are the subjects under study; course that has had access, because of the need to identify the useful features of Grammar Translation Method's techniques. It is questionable to say whether the results would have been more reliable in the case of being able to use a population numerous. With this show it can set certain assumptions that could corroborate in another larger study.

The researchers concluded this research answered the following question: How the lack of teaching materials (cd player, tv, books, etc.), the social context (poverty, violence, family disintegration), the methodology and the techniques applied by the educator at Dr. Andrés Gonzalo Funes School do not motivate ninthgraders to learn the English language.

38

According to this research the majority of English teachers can get better outcomes with his/her students in the teaching learning process, if they apply properly the techniques of the Grammar translation as a tool for the developing of the reading and writing macro skills, and also if they apply other methods as complement in order to develop the four macro skills.

In order to have a better perception about the students´proficiency level in English as a foreing language, thirty-seven nighgraders from Dr. Andres Gonzalo Fúnes school took a written test consisting of 3 parts, this test en shows bellow.

The authors of this thesis visited Andrés Gonzalo Fúnes school sixteen times in order to observed ninth grade the English classes. Due to the fact that the English teacher of that school applied only one technique of GTM they decided to obtain data on the students´ English knowledge. For that purpose the authors made and applied the following quiz.

Quiz School:______________________________Name:__________________ Grade: __________ date: _____________ Translate into Spanish the following sentences. *They are in the park

_____________________________________________

*She is a dressmaker ______________________________________________ *We are painters ______________________________________________ Write the correct antonym to each face.

happy

ungry

______

_______

serious _______

sad _____

39

Fill in the blank with the correct word for each sentence.

Bathroom , ice cream, Peter, to play,

My name is_____________ May I go to the______________?

I like __________ football My ____________is delicious

Look at the picture and answer the questions.

1- How old are you?

I am_________________________years old.

2- How old is Richard?

He is_________________________years old.

3- How are you?

I am ___________________

40

According to the percentage, most of learners (64.9) obtained a grade over six and only 35.1 got marks under five (5).

The graphic bellow shows the percentage obtained the students tested.

Frequency N° of students percentage (grades) 3–4

13

35.1%

5–6

5

13.5%

7–8

8

21.6%

9 - 10

11

29.7%

Total

37

100%

The technique used in the research can be defined in the descriptive method because this kind of research describes the characteristics of a phenomenon.

After the application of the techniques to collect the data, the researchers discovered how students had improved their knowledge at end of the year with the use of the Grammar Translation Method in the English classes. The results are shown using different graphics and a concise analysis for each question.

This survey was administered to 10 teachers from eight different schools in the departments of San Salvador and Cuscatlán in order to know how often they applied some GTM techniques in their English classes. They provided the following information:

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Teachers´ survey Dear teachers, We are students of English language at the Universidad Pedagógica de El Salvador, and in order to obtain the bachelor degree we are searching about the usefulness of the Grammar Translation Method in the teaching-leaning process in Salvadoran public schools. We will appreciate your cooperation by providing the information suggested bellow.

1- Do you know the Grammar Translation Method (GTM)?

Yes

No

If your answer was yes, continue with question 2, if your answer was no, stop the survey.

2- Do you apply it in your English classes?

Yes

No

If your answer was yes,

3- Which teaching materials do you use for applying this method? _______________________________________________________________ _______________________________________________________________ 4- What is the status of this method in terms of effectiveness? ______________________________________________________________ 5- Do you recommend this method?

Yes

No

Why?__________________________________________________________

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1)

DO YOU KNOW THE GTM?

YES 9

NO 1

RESULTS According to the graphic the percentage of the English teachers who answered YES was 90%.It means that most English teachers are familiar with GTM in our Salvadoran context. And it also demonstrates that this method is antique but it is still used by the English teachers in the public Salvadoran schools.

2)

DO YOU APPLY IT IN YOUR ENGLISH CLASSES?

YES 9

NO 1

RESULTS According to the graphic

the 90% of the teachers answered YES to the

question, so there is a strong trend on the teachers´ part to apply GTM in their English classes, as stated by the interviewed teachers. In contrast 10% of them answered NO to the same question. Therefore, the majority of the English teachers apply this method in their classes.

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3)

WHAT TEACHING MATERIAL DO YOU USE FOR APPLYING THIS METHOD?

TEXT CHARTS FLASH BOOKS CARDS

7

2

1

RESULTS The graphic shows that 41% of the teachers consider that the textbooks are their favorite teaching material and also 32% used CD player for applying the Grammar Translation Method in their English classes. According to the 23% of teachers’ answers they prefer the charts, and finally the 4% of them admit the flashcards are they favorite material.

As revealed by the subjects interviewed, textbooks and CD players are their common teaching material.

4)

WHAT IS THE STATUS OF THIS METHOD IN TERMS OF EFFECTIVENESS?

GOOD

BAD

AS A TOOL

8

2

RESULTS According to the graphic 60% of the teachers who answered that GTM is considered as a good tool for them in comparison with other methods.

Therefore, most teachers agree that GTM can serve as a good complement or instrument to improve the teaching/ learning process.

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5)

DO YOU RECOMMEND THIS METHOD?

YES 8

NO 2

RESULTS The graphic shows that from a population of ten English teachers, 80% of them consider that it is recommendable to use this method, and 20% of the teachers answered that they don’t recommend it.

The teachers’ answers strengthen the idea that GTM can be recommendable to use in English classes. The teachers´ competence and experience can have an important tool in GTM because they know this method.

Analysis teachers’ survey In order to know the English teachers’ opinion and experiences with regard to the Grammar Translation Method, a survey with open and close questions was passed to ten English teacher. These questions are shown with the answer given by the teachers. Besides, there is an analysis on each question.

1. Do you know the Grammar Translation Method (GTM)?

Answer: Yes, it is an antique method but it is used in some public schools.

Analysis In this question all English teachers consider that they know a lot about the Grammar Translation Method .Also, the teachers´ opinion about the GTM is that it is antique and it is used in some Salvadoran schools in spite of that fact.

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2. Do you apply it in your English classes?

Answer: Yes, I apply it because some techniques of this method facilitate the reading and writing skills.

Analysis In this question the teachers recognize that the GTM is very useful when the teachers want to develop the reading and writing skills.

3. What teaching do you use for applying this method?

Answer: I use textbooks because the students get it in an individual way.

Analysis According to the answer of the teacher it is very common to use textbooks when they lack other kinds of materials for example, CD players, television and tape recorder.

4. What is the status of this method in terms of effectiveness?

Answer: I consider this method is good because it is easier to apply and it is not necessary to be an English teacher to be successful.

Analysis In this question the teacher shows the less importance about that the English teaching needs English teachers in order to apply in a right way this kind of method.

5. Do you recommend this method?

Answer: Yes, I recommend this method because you can teach the English class in a very easy way.

Analysis The GTM is considered common and old method but it is still used by some English teachers in the public schools.

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Student´s survey The following survey was held to 30 ninth graders at Dr. Andrés Gonzalo Funes School with the purpose of identifying how frequently the GTM is applied and how useful it is in the learning process.

Students´ survey Dear students, We want to know how important it is for you the English learning. We will appreciate your cooperation providing the following information.

School:____________________________________ Grade: _____________ Put an X in the choice that better suits your expectations.

1. - Do you like your English classes?

Yes

□

No

□

2. - Do you think that it is necessary to learn English?

Yes

□

No

□

3. – Which of the following skills are easier for you?

More job opportunities

□

Cultural Exchange

□

All of the above

□

Better life conditions

□

Traveling

□ None

□ 4.- Which of the following skills are more difficult for you? listening

□

speaking

□

reading

□

writing

□ 47

5.- Which of these activities are more practiced in the English classes?

Listening

□

speaking

□

reading

□

writing

□

reading

□

writing

□

6.- What is more usual in the English class?

Listening

□

speaking

□

7.- Which teaching material does the teacher use?

CD player

□

TV

□

canyon

8.- Does your teacher use textbooks?

□ Yes

others

□

No

□

□

9.- Do you think that your teacher speaks English in an acceptable way?

Yes

1)

□

No

DO YOU LIKE YOUR ENGLISH CLASSES?

YES 25

NO 5

RESULTS According to the graphic, 83% of the students are in agreement that they are really interested in attending their classes in order to learn more. Nonetheless, the other 17% of a few group of students do not have any interest in English classes. So, it means that the majority of them are fascinated with the class.

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2) DO YOU THINK THAT IT IS NECESSARY TO LEARN ENGLISH?

YES 28

NO 2

RESULTS According to the graphic the percentage of the students who answered YES was 93% and the 7% of them answered NO to the same question. Therefore, a wide group of students interviewed in this opinion poll, think that is necessary to learn English and they are interested about it.

3)

WHAT MOTIVATES YOU TO LEARN ENGLISH?

MORE JOB OPPORTUNITIES BETTER LIFE CONDITIONS CULTURAL EXCHANGE TRAVELING ALL OF THE ABOVE

15 8 2 3 2

RESULTS According to the information gathered in this survey, most students think that they could have more job opportunities in better life conditions if they studied English. Nonetheless, some students think that some cultural changes and traveling are the best motivation to learn English.

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4)

WHICH OF THE FOLLOWING SKILLS ARE EASIER FOR YOU? LISTENING 5 SPEAKING 2 READING 17 WRITING 6

RESULTS According to the graphic 56% of the students answered that, reading is easier for them in comparison with the other skills; therefore, most students agree that reading exercises are easier for them, because they understand the written activities, more than listening, speaking and writing exercises.

5)

WHICH OF THE FOLLOWING SKILLS ARE MORE DIFFICULT FOR YOU? LISTENING 17 SPEAKING 6 READING 5 WRITING 2

RESULTS

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The graphic shows that 53% of students give their opinion that listening exercises are more difficult to understand and focus the attention on the information presented, instead of speaking, reading and writing exercises.

6)

WHICH OF THESE ACTIVITIES ARE MORE PRACTICED IN THE ENGLISH CLASS? LISTENING READING WRITING

7 6 17

RESULTS According to the information given by students, writing exercises are the 57% of activities that they could use. So, listening exercises are usually the second position in activities performed by students. However, reading exercises is one of the unusual activities performed by students.

7)

WHICH TEACHING MATERIAL DOES THE TEACHER USE? CD PLAYER 12 OTHERS 18

RESULTS According to the graphic, 60% of the students answered that CD players were available in class, which means that this audiovisual aid is becoming popular in the classroom. In contrast, 40% of them answered that the teacher used other kinds of didactic material in the English classes.

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8)

DOES YOUR TEACHER USE TEXTBOOKS?

YES 30

RESULTS According to the information the percentage of the students who answered YES was 100%.It means that the English teacher teaches English basing her activities on the textbook, which reveals her dependence on this teaching material.

9)

DO YOU THINK THAT YOUR TEACHER SPEAKS ENGLISH IN AN ACCEPTABLE WAY?

YES 20

NO 10

RESULTS This survey has collected students’ thoughts that the teacher can use the English language in a good way, but a minor group of students say that the teacher needs to work on his/ her English learning.

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Analysis students ‘survey Students´ surveys have ten questions about how often Grammar Translation Method is applied and how useful it is in the learning process. These questions are the following: 1 - Do you like your English classes?

It seeks to discover if the students felt

well when learning English. According to the answer, the most of students like their English classes because the explanations are in Spanish, and they are asked and they can answer in Spanish, and they can use their mother tongue whenever they wish. That is why they feel more comfortable during the learning process.

2- Do you think that it is necessary to learn English? Students consider it is important to learn English in order to have more job opportunities and better life conditions.

However, they visualize they are not going to travel, except a

minority who does.

3 - What motivates you to learn English? It attemps to find the reasons why the students felt motivated to learn English, learners recognize that people who manage English can have more chances to get an employment and, consequently, better incomes than those who just speak Spanish.

4- What is easier for you? The question shows which of the four skills the students got familiar with, they state that the reading macroskill is easier as they are used in the most of time reading sentences or translating passages, with a little or no listening or speaking or listening practice.

5 - What is more difficult for you? Its purpose is to discover which skill is the most difficult for the students. In contraposition, listening is the most difficult one due to they are not used to conversations in which they could speak to and listen to his/her partners.

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6- What is more usual in the English class? This question seeks to show which activities are more usual in their English classes performance. Students express that is not usual to hold conversations and their teacher hardly speaks English in class.

7-

Which teaching material does the teacher use? This question aims at

knowing which kinds of material their teacher uses in the development of the English classes. Students assert they lack of a communicative approach and their teacher scarcely emphasizes the oral communication and she subjects them to writing exercises primarily.

8- Does your teacher use textbooks?

Its purpose is to show if the teacher

uses any kind of textbook in the English classes. Learners assure their teacher uses mainly a textbook in her classes and that fact does not allow them to have any practice in oral expression. They add that even though other teaching materials like CD player or TV are seldom used, they are not familiar to those ones.

9.- Do you think that your teacher speaks English in an acceptable way? This question seeks to show if the students feel satisfied with the performing of their English teacher. Even though students can not provide an objective answer to this question, because of their weak knowledge on the subject, it is important to know what they think about her teacher performance.

The students’ survey had the purpose of knowing their opinion about the effectiveness of the Grammar Translation Method techniques in their English classes because they could compare the classes taught in the different times.

At this level the students can have a judgment about the better outcomes gotten through the Grammar Translation Method. Moreover, they can determine if their reading and writing skills have improved in the application of the Grammar Translation Method.

At the end of this research the researchers and teacher who were interviewed about the effectiveness of Grammar Translation Method conclude that this method is useful just as a tool for develop reading and writing skills in student who are learning English as a foreign language but the teacher need to apply 54

other methods with the purpose to develop listening and speaking skills in order to get an integral teaching in target language.

VARIABLES HISTORY It is necessary to state that the GTM through its techniques can be a useful tool for the English teaching- learning process. This truth can be expressed in the following terms: The more GTM techniques teacher applies the higher output level a student will achieve.

Based on the fact that students learn English in different ways from one another, an English teacher has the opportunity of using diverse techniques from GTM to support the oral and listening skills through the learning of vocabulary.

The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek, and this may account for its heavy bias towards written work to the virtual exclusion of oral production. As Omaggio comments, this approach reflected "the view of faculty psychologists that mental discipline was essential for strengthening the powers of the mind."13 (Omaggio 1989) Indeed, the emphasis on achieving 'correct' grammar with little regard for the free application and production of speech is at once the greatest asset and greatest drawback to this approach.

The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translating passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language.

13

Omaggio Alice. Teaching Language in Context, (third Edition) (2001) Boston: Heinle and Heinle

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METHODOLOGY AND THEORY RESEARCHED PROCESS Most teachers who employ the Grammar Translation method to teach English would probably say that (for their students at least) the most fundamental reason for learning the language is to give learners access to English readings, develop their minds “mentally” through foreign language learning and to build in them the kinds of grammar, reading, vocabulary and translation skills necessary to pass any one of a variety of mandatory written tests required at high school or tertiary level.

By the experience of other teachers who employ this method who might also say that it is the most effective way to prepare students for global communication by beginning with the key skills of reading and grammar.

So, others may even go so far as to say that they think it is the least stressful for students, because their students like to communicate using their own mother tongue and almost all the teaching occurs in L1 and students are rarely called upon to speak the language. In addition who uses this method might foment the reading habit in the students. Also it is important to mention that applying properly the techniques of this method is very effective and it gets good outcomes in the student’s process.

It is known that the general objective of the Grammar Translation Method is the teaching of skills as reading and writing of words, phrases or dialogues as an English language learning strategy. Moreover, teachers who do not know it by name apply it since it is the most common way to teach a foreign language.

This method presents activities such as translating from the target language to the student’s mother tongue and vice versa. That is why this research verifies the use of Grammar Translation Method in the teaching-learning process in high school level in order to determine advantages and disadvantages of applying it.

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There are many reasons why GTM is still used. For example this method requires few specialized skills on the part of teachers and grammar rules and translation tests are easy to construct and can be objectively scored because they are based on textbooks. The Grammar Translation Method is applied in the most by teacher Salvadoran public schools due to they were taught through that technique since the moment they got the first knowledge about English. Another fact is that teaching some grammar rules is easier than teaching other skills.

The researchers observed in the visits to the School under study that the method emphasizes the study of grammar through deduction that is through the study of grammar rules. A contrastive study of the target language with the mother tongue gives an insight into the structure of both languages. Students usually have a textbook containing all the contents suggested by the Ministry of Education (Mined), and teachers just try to cover such contents by writing sets of words, phrases, or sentences. Words sometimes have no relation among themselves. Students are asked to translate them. Generally, translations are from the foreign language into the mother tongue. However, in some cases, translations are from the mother tongue into the foreign language.

The school provided the authors of this research project all the facilities to hold the investigation. During the research the teacher allowed us to observe her performance in class. There was a good relation with the teacher and her students.

Very often the students are constrained to translate disconnected accurate sentences into and out of the target language. Hardly any attention is paid to speaking and listening. Strong emphasis is placed on accuracy and form, fluency and meaning are neglected. When a foreign language is being learned it is very necessary to know the grammar basic rules, but also knowing how to use them orally. Sometimes, a person tries to learn a new vocabulary to express his or her thoughts. Some people think that it is not necessary to work the four skills at the same time, but it is important to integrate all of them.

57

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Chapter 3 OPERATIONAL FRAMEWORK DESCRIPTION OF THE SUBJECTS FOR RESEARCH The Grammar Translation Method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.

Throughout Europe in the 18th and 19th centuries, the education system was formed primarily around a concept called faculty psychology. In brief, this theory dictated that the body and mind were separate and the mind consisted of three parts: the will, emotion, and intellect. It was believed that the intellect could be sharpened enough to eventually control the will and emotions. The way to do this was through learning classical literature of the Greeks and Romans, as well as mathematics. Additionally, an adult with such an education was considered mentally prepared for the world and its challenges. In the 19th century, modern languages and literatures begin to appear in schools. It was believed that teaching modern languages was not useful for the development of mental discipline and thus they were left out of the curriculum. As a result, textbooks were essentially copied for the modern language classroom. In America, the basic foundations of this method were used in most high school and college foreign language classrooms and were eventually replaced by the audiolingual method among others.

Classes were conducted in the native language. A chapter in a distinctive textbook of this method would begin with a massive bilingual vocabulary list.

Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the instructor.

Grammar thus provided the rules for assembling words into sentences. Tedious translation and grammar drills would be used to exercise and strengthen the 58

knowledge

without

much

attention

to

content.

Sentences

would

be

deconstructed and translated. Eventually, entire texts would be translated from the target language into the native language and tests would often ask students to replicate classical texts in the target language. Very little attention was placed on pronunciation or any communicative aspects of the language. The skill exercised was reading, and then only in the context of translation.

The method by definition has a very limited scope of objectives. Because speaking or any kind of spontaneous creative output was missing from the curriculum, students would often fail at speaking or even letter writing in the target language. A noteworthy quote describing the effect of this method comes from Bahlsen, who was a student of Plรถtz, a major proponent of this method in the 19th century. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules." Later, theorists such as Vietor, Passy, Berlitz, and Jespersen began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar translation was missing. They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar translation, students lacked an active role in the classroom, often correcting their own work and strictly following the textbook The Grammar Translation Method is the oldest method of teaching in India. It is as old as the international of English in the country. A number of methods and techniques have been evolved for the teaching of English and also other foreign languages in the recent past, yet this method is still in use in many part of India.

It maintains the mother tongue of the learner as the reference particularly in the process of learning the second/foreign languages. The main principles on which the Grammar Translation Method is based are the following: 1. Translation interprets the words and phrases of the foreign languages in the best possible manner.

2. The phraseology and the idiom of the target language can best be assimilated in the process of interpretation.

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3. The structures of the foreign languages are best learned when compared and contrast with those of mother tongue.

In this method, while teaching the text book the teacher translates every word, phrase from English into the mother tongue of learners. Further, students are required to translate sentences from their mother tongue into English. These exercises in translation are based on various items covering the grammar of the target language. The method emphasizes the study of grammar through deduction that is through the study of the rules of grammar. A contrastive study of the target language with the mother tongue gives an insight into the structure not only of the foreign language but also of the mother tongue.

Advantages: 1. The phraseology of the target language is quickly explained. 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’s labor 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 learned what he has taught them. Communication between the teacher and the learner 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.

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Disadvantages: 1. It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing. That is the way how the child learns his mother tongue in natural surroundings. But in the Grammar Translation Method the teaching of the second language starts with the teaching of reading. Thus, the learning process is reversed. This poses problems.

2. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. It neglects speech. Thus, the students who are taught English through this method fail to express themselves adequately in spoken English. Even at the undergraduate stage they feel shy of communicating through English. It has been observed that in a class, which is taught English through this method, learners listen to the mother tongue more than that to the second/foreign language. Since language learning involves habit formation such students fail to acquire habit of speaking English. Thus, they have to pay a heavy price for being taught through this method.

3. 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 one’s proficiency in a language.

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4. 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 learned through practice and not by just memorizing rules. The persons who have learned 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.

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PROCEDURES FOR GATHERING DATA The researchers used the qualitative method to carry out the research. The first step to gather the data was to know if the teacher used the Grammar Translation Method or if this was being used completely. Therefore, an observation sheet was designed, which contains nine criteria focused on the method which also allowed the researchers to know what was missing in the application of the Grammar Translation Method in the English classes of ninthgraders of Dr. Andrés Gonzalo Funes School.

During the sixteen visits, the researchers observed the application of the method and checked the techniques from this method which were applied. At the end of the observation, the researchers noticed that just translation techniques were used in these English classes. For that reason, the researchers considered it important to reinforce the teacher’s knowledge and to give her a useful guideline to conduct English class.

After three visits the English teacher received information about the different techniques of GTM. The researchers administered two surveys: one for the students and one for ten English teachers of different schools due to in the school under study there is one English teacher, the purpose was to know how apply Grammar Translation Method is in public schools? . The students’ survey contains nine questions, which allowed the researchers to know their opinion about the method. It was administered to thirty students. The teachers’ survey contains five questions which allowed the researchers to know their thoughts about the Grammar Translation Method.

In conclusion we can say that the majority of the students who were interviewed through this survey; they accept

the

English teaching through the GTM

because they usually use their mother tongue, probably they have never used other method.

But when they were surveyed about if they like their English classes which is teaching to them through this method a 99% of them answered yes.

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DO YOU LIKE YOUR ENGLISH CLASSES?

YES 25

NO 5

In spite of nowadays there are many methods for teaching English with the purpose to get an integral and effective English teaching,the 99% of the teachers who use the GTM in their English classes answered that they apply it because it is easier to explain to the students some activities and uncomplicate score.

DO YOU APPLY IT IN YOUR ENGLISH CLASSES?

YES 9

NO 1

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SPECIFICATION OF THE TECHNIQUE TO THE DATA ANALYSIS The researchers observe the reality and to collect the data in a coherent and scientific way. This has been done through direct observation by using written assessment and the surveys. The written assessment was done to know the real situation in the application of the Grammar Translation Method by the English teacher of ninth grade.

The written evaluation was developed following key features: The Grammar Translation Method - Key Features According to Clifford Prator and Marianne Celce Murcia1 (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.

The evaluation instrument is intended to make students answer in a proper way giving coherent answers according to their performing in this kind of test. Also, it is necessary to remember that through this activity the students demonstrated to have a poor knowledge about some small English phrases such as: “See you later”, “how are you doing?”” Where are you from?”” How do you feel today?”” A long time ago”, “anything else?”, “Are you ready?” Etc. This test was developed taking into account some important techniques of the Grammar Translation 1

Prator, Clifford, Celce Murcia Marianne(1979) Teaching English as a Second or Forign Languge New York, Newbury House

65

Method2 mentioned by Diane Larsen in her book Techniques and Principles in Language Teaching, which are listed below: 1) Translation of a Literary Passage (Translating target language to native language) 2) Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words) 3) Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type) 4) Use Words in Sentences (Students create sentences to illustrate they know the meaning and use of new words) For the purpose of collecting information about the topic under study, the researchers interviewed ten English teachers from Greater San Salvador in September of the same year. To the researches’ surprise, eight out of ten English teachers applied the Grammar Translation Method in their classes.

Both ninthgraders and the English teachers were asked about the Grammar Translation Method (GTM) and its incidence on the teaching learning process.

To determine the ninthgraders’ level of proficiency in English, the researchers visited them sixteen times, in which they were evaluated by the researchers.

The result showed that the students had a poor level in English orally and in writing. The classes were conducted in the students’ mother tongue by the teacher. The researchers realized that the English teacher was not a specialist in English, so the teacher –student interaction was basically in Spanish and the techniques used by the teacher were mostly related to translation (English to Spanish)

2

Larsen Freeman, Diane Techniques and Principles in Language Teaching Oxford University, Oxford New York 2000

66

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RESOURCES HUMAN RESOURCES English Teacher: She is the advisor and the English teacher of ninthgraders.

Students of ninth grade: They started their English subject during the 2006 school year, and all of them had never before received English classes. They have been the object of study of the researchers who were working in the research during several months to evaluate the effectiveness of the Grammar Translation Method in students of ninth grade with the advisory of the professor who has been guiding the researchers with grammar, structure, unity and coherence of ideas during the process. The evaluation board of this project that helped the researchers with the guidance of the research.

LOGISTICAL RESOURCES To achieve this research it was necessary to contact the principal of the school to ask for permission to do the study in that the school by attending to the library allotted to the researchers to get information about the topic. The researchers visit to the English teacher to ask permission to attend and observe her English classes. They visited Universidad Pedagógica periodically to meet their advisor and the evaluation board to make sure the researchers were following the university’s guidelines on the research area. Ah the resources described above have allowed the researchers carry out their research project.

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PRELIMINAR INDEX CONCEPTUAL FRAMEWORK This research points out the importance of the Grammar Translation Method as a complement for the development of the four macro skills. Furthermore, it shows a brief description of all the parts of this study such as: the objectives which appear as the purposes or goals to get this study; then the authors present antecedents, which show different historical studies about the use or application of this method throughout the time and

it contributes by being a

guide; it continues with the justification, which mentions the big importance of this method by taking into account the role of the Grammar Translation Method as a complement to conduct English classes in Salvadoran classrooms which, is more significant today than it was some years ago. This is due to the fact that today’s teachers are being trained to teach English in an effective way. Next comes the statement of the problem, which is presented in these terms “How effective is the application of GTM to develop the four English macro skills of ninth graders of Dr. Andrés Gonzalo Funes school?,” then come the goals and limitations which present the different positions that some authors have had throughout the history of the analysis at the study object; and, finally, the authors present concepts and categories used during the development of this study.

THEORETICAL FRAMEWORK This investigation displays a wide overview on the sources of authors who are in favor of the Grammar Translation Method and authors who are against this method. On the other hand, the authors of this thesis present the variables with the results obtained in the investigation done to a group of students and teachers and their opinion about the application and effectiveness of the Grammar Translation Method.

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OPERATIONAL FRAMEWORK In the last part of the research, in nithgraders of Dr. Andrés Gonzalo Funes School, this study seeks to determine how effective the application of GTM for the English teaching is. It contains a little description of the subjects of this research and also provides that school with a guideline that will aid the teacher to have a better performance in their classes. That guide aims at students contact with Salvadorean authors and books and, at the same time, it enriches their knowledge about English. That is necessary because the public school doesn´t supply any material regarding Salvadorean literature. This guide is expected to would be useful for nithgraders, their English teachers and also for any other person who wish to consult about local literature.

It described the process of gathering data in order to helps this research to know the real situation of nithgraders of Dr. Andrés Gónzalo Funes School under the Grammar Translation Method application.

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BIBLIOGRAPHY Abbott G, Wingard P. The Teaching of English as an International Language. Glasgow and London: Collins; 1981.

Berlitz, Charles & Strumpen, Darrie (1956) Handbook of effective English (1rst ED) New York, N.Y. Grosset & Dunlap Boas Hans, Contruction Grammar in the Twenty First Century (2007) Concordia University Press Brown, H. D.(2007). Teaching by principles (3rd Ed) White Plains, New York: Pearson Education

Canale,Michael

and

Merril

Swain.(1992)

Communicative Competency

Approach citing Scarcella,R.C. and Oxford,R.L,P.88 , Brown pag 247, Chomsky Noam, Chomsky ´Universal Grammar (2 edition) (1996) Wileyblackwell Donson, Charles Joseph (1973) “Language Learning and the Bilingual Method” Lincoln United Kingdom, Pitman Education Library.

Garrett, N. (1986). The Problem with Grammar: The

Modern Language

Journal, Vol. 70, No. 2. (pp. 133-148) Lincoldnwood, IL: National Textbook.

Hadinata, Purwarno ( 2006 ) Methods of Language Teaching. Medan, Indonecia, University of North Sumatra.

Harmer Jeremy, (2004) English Language Teaching (Third Edition) Pearson Educational Limited, Jimenez, Reynaldo. & Murphy, Carol. (1984). Teaching for Proficiency, the Organizing Principle. Lincolnwood, IL: National Textbook Co. Larsen Freeman, Diane (2000) Techniques and Principles in Language Teaching, New York, Oxford University

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Morris, Sidney. (1996: 12) Techniques in Latin Teaching, Boston, MA, Dufour Editions.

Nasser O. Attamimi, Grammar Translation: The dominant method in many ELT classrooms, Yemen, Yemen Times.

Nunan, David and Clarice Lamb (1996) The Self-Directed Teacher. Managing the Learning Process. Cambridge; Cambridge Press.

Newmark Leonard, A Reference Grammar for Student (1982) Stanford University Press Omaggio, Alice (2001)Teaching Language in Context, (third Edition) Boston Heinle and Heinle Richards, Jack

C and Rodgers

Theodore S, (1995) Approaches and

Methods in Language Teaching Cambridge: Cambridge University Press.

Tetzner Rene, (2004) on line The Grammar Translation Method / University of Luton- 2004-consult 4/05/2008 Ur, P. The Communicative Approach. Newsletter. 2000; 6:1-4.

Thomas Klammer, Analyzing English Grammar (6th edition) (2009) Longman.

Süss, K. (1997). La traducción en la enseñanza de idiomas. En: M. A. Vega & R. Martín-Gaitero (ed.). La palabra vertida. Investigaciones en torno a la traducción. Madrid www. Mined.gob.sv/2021/compite

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GUIDELINE As mentioned before the researchers found out that the English teacher of the school under study, applied only one technique in her English classes. This led the researchers to prepare a guideline to improve her English teaching. This was done taking into account GTM techniques.

In order to help the English teacher to conduct her class, the researchers prepared exercises for each technique. These exercises are the result of different ideas presented by specialists and some innovations created by the researchers based on their teaching experience.

Some exercises are presented for each technique as shown below.

GRAMMAR TRANSLATION TECHNIQUES 1) Translation of a Literary Passage (Translating target language to native language) Translate into Spanish the following paragraph.

My Favorite Pet My favorite pet is a hamster.

His name is Herbie.

He is gray and very small.

He likes to eat carrots.

He lives in a small cage.

I love my Herbie.

Little House on the Prairie A long time ago, when all the grandfathers and grandmothers of today were little boys and little girls or very small babies, or perhaps not even born, Pa and Ma and Mary and Laura and Baby Carrie left their little house in the Big Woods if Wisconsin.

They drove away and left it lonely and empty in the clearing among the big trees, 74

and they never saw that little house again Have the students to write a vocabulary list with all the words they don not know. Then ask them to translate the following poetry by Roque Dalton

Like You (Translated by Jack Hirschman) I love, love, life, the sweet smell of things, the skyblue landscape of January days.

And my blood boils up and I laugh through eyes that have known the buds of tears.

I believe the world is beautiful and that poetry, like bread, is for everyone.

And that my veins don’t end in me but in the unanimous blood of those who struggle for life, love, little things, landscape and bread, the poetry of everyone.

2) Reading Comprehension Questions (Finding information in a passage, making inferences and relating to personal experience) My First Day in School My name is John; my first day in school was wonderful. I met many new friends. There are twenty classmates in my classroom. I have five teachers. They are very nice. I like my new school.

Questions a) How was John´s first day in the school? b) How many classmates does John have? c) How many teachers does John have?

In this section, suggest students to read the above story by Salarrué, and answer the questions about the reading.

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We`re bad - Translated by Thomas Christensen Goyo Cuestas and his youngster pulled up stakes and lit out for Honduras with the phonograph. The old man carried the works over his shoulder, the kid the bag of records and the beveled trumpet element tooled like a monstrous tin-plated bellflower that gave off the fragrance of music.

“They say there’s money in Honduras.”

“Yeah, Dad, and they say they’ve never heard of phonos there.”

“Get a move on, boy—you’ve been dogging it since we left Metpatán.”

“It’s just that this saddle’s about worn my crotch raw!”

“That’s enough—watch your tongue!”

Questions 1. What did Goyos Cuestas think about traveling to Honduras?

2. Have Honduran people heard of phonos?

3. Where Goyo and his son from Metapán?

1. Have Goyo seen tamagases snakes?

2. Where there any hollows?

3. Was the boy freezing?

3) Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words) Match the word in the left with the correct antonym from the right.

-good black -white ugly -tall bad -pretty short -fat clear -dark thin

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4) Cognates (Learning spelling/sound patterns that correspond between L1 and the target language) English

Spanish

• • • • •

actor color doctor director horror

• • • • •

actor color doctor director horror

• • • • •

animal general hospital manual moral

• • • • •

animal general hospital manual moral

• • • • •

artist egoist list socialist tourist

• • • • •

artista egoista lista socialista turista

5) Deductive Application of Rule (Understanding grammar rules and their exceptions, then applying them to new examples) Put the verbs in each sentence in the past tense.

1. She (drink) a lot of milk. ____________________________ 2. They (fly) around the world.__________________________ 3. He (draw) beautiful pictures._________________________ 4. We (swim) in the swimming pool._____________________ 5. My father (take) a taxi to go to work.___________________ Write “HAVE – HAS” in the following sentences.

1. Eliza and Rudy ________ an apple.

2. We ___________ a house.

3. They __________ a cat.

4. You _________ a rabbit.

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5. We _________ two umbrellas.

6. Eliza __________ a terrible headache.

7. Sonia _________ an apple.

8. Rudy __________ some gloves.

9. He __________ a book.

10. She__________ a big garden.

6) Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type)

Fill in the blank with the correct word for each sentence.

Bathroom , ice cream, Peter, to play, 1- My name is_____________ 2- May I go to the______________?

3- I like __________ football 4- My ____________is delicious

Complete the sentences using is, are, or am.

That orange__________ big and sweet.

Those boys __________ playing football.

The puppy___________ looking for its mother My secretary_________ tall and pretty.

My friends___________ in the Library.

I________ happy at school.

Ask students to complete the sentences by filling in the blanks with the words missing.

The following senteces are about Alberto Masferrer´s life. Here are the choices: 78

(was, Vital, advocated, Damn, up, writer, felt, and, known) 1. Alberto Masferrer was a humanist and a ___________________.

2. He _______ born in Usulutรกn.

3. He is _________ for works such as Minumum _______________ and ______ Money.

4. Masferrer ___________ called to come _______ with solutions.

5. He always _________________ the peaceful ________ rational solutions.

Solution: 1- writer, 2- was 3- known, Vital, Damn 4- felt, up 5- advocated, and 7) Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms) Write the plurals of the following nouns.

1. church__________

6. fox____________

2. dress___________

7. half____________

3. wish____________

8. knife___________

4. baby____________

9. sheep__________

5. man_____________

10. person_________

Write the comparative and superlative form of each adjective.

Comparative

Superlative

1. smart

_____________

______________

2. short

_____________

______________

3. big

_____________

______________

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4 .fat

_____________

______________

5. tall

_____________

______________

Memorization -

-

Have students memorize the following vocabulary items.

English

Spanish

Great

Grandioso

Painter

pintos

Story

Cuento

Fiction

FicciĂłn

Prose

Prosa

Poetry

PoesĂ­a

Minumum

Minumo

Damn

Maldito

Several

Varios

Clay Stories

Cuentos de Barro

Provide students with the vocabulary above in different order and ask them to translate it from English into Spanish or viceversa.

-

Explain to learners that the nouns ending in sibillant sounds (ch, s, sh, z, x, and o) add es to form the plural and third person singular verb form..

Example: singular

plural

catch

catches

box

boxes

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Ask them to apply what they have learned about sibillants.

Brush

_____________________________

Match

_____________________________

Bus

_____________________________

Fox

_____________________________

Teach

_____________________________

8) Use Words in Sentences (Students create sentences to illustrate what they know about the meaning and use of new words)

Rewrite each sentence in the correct order.

Remember that a sentence has a subject and a predicate.

1. were pencils five there red_________________________ 2. Mark by sat the big tree green_______________________ 3. doctor he an was excellent__________________________ 4. cousins watched my T.V. night at_____________________ 5. she friend was my_________________________________

Write sentences using the words in parentheses. (mine) _____________________________________________ (his)

_____________________________________________

(hers) _____________________________________________ (theirs) _____________________________________________ Provide students with a list of words and ask them to write sentences using each word.

Each sentence should refer to Salvadoran authors and their literary creations.

Vocabulary a- considered 81

b- exponent c- narrative d- die e- poet f-

painter

g- writer h- Clay Stories i-

countryside

j-

world,

k- Salvadoran

Example: a- SalarruÊ is considered one of the best children´s story writer. b- __________________________________________________________________ c- __________________________________________________________________ d- __________________________________________________________________ e- __________________________________________________________________ f- __________________________________________________________________ g- __________________________________________________________________ h- __________________________________________________________________ i- __________________________________________________________________ j- __________________________________________________________________ k- __________________________________________________________________

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