Abstract
This paper is theoretically aimed at discussing how to teach communication skills (written and spoken) through a combination between the classic grammar translation and the modern communicative language teaching). The combination not only results in the formation of a new method which is here known as the communicative grammar translation method, but also in the formation of a new methodology in English language pedagogy which might be applied by English teachers to teach communication skills in the classrooms. The methodology of this new method consists of three special procedures i.e. The first is structural procedure which allows the learners to learn grammar rules and vocabulary. The second is transitional procedure which gives opportunity to the students to practice using the rules in translation and pronunciation drills. The third is communicative procedure which also gives the learners opportunity to use their knowledge of grammar and vocabulary in communicative activities. The implementation of the three procedures is believed able to achieve three learning outcomes i.e. making the learners able to deliver English basic communication both in spoken and written, promoting the learners’ language accuracy and fluency in communication, and improving the learner knowledge of grammar and vocabulary to enhance initiatives in communication.
Highlights
W method, we will soon recognize that the grammar-translation method has become the child nobody loves or wants to acknowledge since this method has been considered out of date and ineffective to be used in modern language teaching
Translation Method says that The Grammar Translation Method is an old method which was originally used to teach dead languages
Morris, S. (1996) is of the opinion that 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
Summary
Teachers used the students’ native language as a medium of instruction in the classrooms. The explanation of Grammar normally provided the rules for assembling words into sentences. In order to examine the students’ achievement in the lesson, tedious translation and grammar drills would be used. The skill exercised was reading, and only in the context of translation. Vocabulary selection is based solely on the reading texts used, dictionary study and memorization. Classes are taught in the mother tongue, with little active use of the target language; b. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words; e. Little attention is paid to the content of texts, which are treated as exercises in in grammatical analysis; g. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue; h.
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