Grammar Translation Method Research Articles

Investigating the Efficiency of the Rotation Model in Improving First-Year Undergraduate ESL Learners’ Writing: A Quasi-Experimental Study

The present study uses a quasi-experimental design to assess the effectiveness of the Rotation Model (RM) on English as a Second Language (ESL) learners’ writing errors among undergraduate students. Few studies have focused on ESL learners' writing errors in inflectional suffixation. To address this gap, the current study investigates the effect of the Rotation Model on ESL learners' writing errors in inflectional suffixation within the Cognitive Load Theory (CLT) framework. The study has collected data from 132 participants. They were divided into two groups. The first group serves as the experimental group (N=66). The experimental group undergoes an intervention through the Rotation Model to improve English writing. The second group is the Control group (N=66). The control received instruction through the grammar-translation method.) Data were collected using pretests and posttests from both groups on two different pictures. The data were analyzed using paired t-tests on SPSS. The analysis revealed that the ESL learners in the experimental group improved their writing by minimizing errors related to inflectional suffixation more than the control group. These findings suggest that the Rotation Model effectively enhances the accuracy of ESL learners' use of inflectional suffixes. The implications of these results underscore the potential of RM as a superior instructional approach over traditional methods in ESL contexts, particularly for complex grammatical structures such as inflectional suffixation.

Choosing the right methods during the formation of speaking skills

This article examines the selection of effective methods for developing speaking skills in English language education, with a particular focus on the grammar-translation method. While this traditional method supports foundational vocabulary and grammar acquisition, it presents challenges in fostering oral communication and active speaking skills. Through a survey of third-year English language teaching students, this study identifies both the advantages and limitations of the grammar-translation method in achieving balanced language proficiency. Additionally, the role of idiomatic expressions and cultural context is explored as essential components for enhancing communicative competence in language learners.

Grammar in ELT and ELT Materials: Evaluating its History and Current Practice (Second Language Acquisition, 164) (Book Review)

The teaching of grammar in ELT has evolved from the grammar-translation method to communicative language teaching, where the focus of grammar teaching is not entirely on language forms, but rather involves learners in the pragmatic and functional uses of authentic language for meaningful purposes (Brown & Lee, 2015). Despite its evolution, exact rules on what grammatical structures to teach and the order in which they should be taught have never been fully addressed due to a lack of consensus from experts in the field. English language teachers may then rely on intuitions about what grammatical point is important without any empirical evidence. In response, Graham Burton’s book Grammar in ELT and ELT materials investigates the current and historical practice of pedagogical grammar in ELT and ELT materials, especially for general English teaching. The book also presents interviews with ELT authors and publishing professionals to explore evidence on how learners use grammar and current classroom practices. [First Paragraoph of Reviw]

Learning English is benefit to the students easily to get job after end of their study from University in Timor-Leste and foreign countries

This article is describing the result of Learning English has it benefit to the finalist students easily to get job after end of their study from University in Timor-Leste and foreign countries. The purpose of this writing to know and identify the result of the University students after they end of their academic study at the University in Timor-Leste and international organization companies in the foreign countries. The method of this research is qualitative and quantitative or mixed method approach to describe, count the result of the students’ capacity in enhancing the English language skills in the classroom. The characteristics of the students are measured with the evaluation and assessment test to identify highest capacity, medium, low, and lowest level of the skills. Some students are identified as: (i) talk too much, ask questions and has low capacity (ii) the students who has own behavior in stay calm and not talk much shows he or she is a good capacity (iii). The students who do not talk much he or she has normal capacity; (iv) the students who has own characteristic speak in high levels and good skills and knowledge present. This means that every personality of the students are not the same in getting the study activity in teaching and learning processes. The teachers as an educator must mostly use the digital library for affecting and influencing the students during they run their job as teaching staff in the classroom. This aim to help and support the students in getting the foreign language easily and reduce the manual teaching including grammar translation methods is more effective in teaching a foreign language.

EFL INSTRUCTORS’ PERSPECTIVES OF L1 USE IN L2 CLASSROOM: A CASE STUDY AT BİNGÖL UNIVERSITY

Language experts, educators, and scholars have long debated using first language (L1) in foreign/second language (L2) classrooms. During the heydays of the Direct Method, also called the Natural Method, which was sequenced by the Audio-lingual method, language scholars and educators strongly rejected L1 use in L2 classrooms. These two methods were an objection to the Grammar Translation Method that allows and facilitates L1 use in L2 classrooms. However, whether L1 use should be welcomed or refrained in L2 classrooms remains an open question. Ten English as a foreign language (EFL) instructors participated in the research. The required data was gathered using a questionnaire, and SPSS 20 was used for analysis. Three of the participants were interviewed in a semi-structured manner to gain a deeper understanding of their perspectives and to strengthen the quantitative data. This study was carried out to understand EFL instructors’ perceptions of using L1 in L2 classrooms who teach both in preparatory classes and at the English language and literature department at Bingöl University, Türkiye. The analyses and interpretations of the data showed that L1 is mostly used for teaching L2 grammar and vocabulary. The study also showed that there are too many contributing factors of L1 use, such as building mutual intelligibility (comprehension), giving clear instructions, setting up a good rapport with students, reducing anxiety, integrating humour into L2 classes, and reprimanding and appraising students.

Methods of Arabic Language Learning

implemented in educational settings, including the Direct Method, Natural Method, Grammar-Translation Method, Audiolingual Method, and Suggestopedia. A qualitative approach is employed to evaluate the strengths and weaknesses of each method, as well as their impact on students' language proficiency. The findings reveal that each method possesses unique advantages in enhancing Arabic language skills, with different emphases on aspects such as communication, grammatical understanding, and context of use. The Direct and Natural Methods are found to be effective in improving speaking and listening skills, while the Grammar-Translation Method provides a deeper understanding of language structure. Additionally, Suggestopedia offers an innovative approach through relaxation and motivation techniques. The study concludes that a combination of various methods, tailored to meet students' needs, can create a more comprehensive and effective learning experience in mastering the Arabic language.

A Revolutionary Approach to Imparting English Language Skills

It is universally acknowledged that a command over spoken and written English is a sinequanon of success, professional or personal. The methods, principles and techniques adopted in schools and colleges in non-native English countries, not to speak of India, have not met the expected success in equipping students with the requisite linguistic skills to express themselves through speaking and writing. So many discussions have taken place among scholarly circles to address the lacunae resulting in the formulation of various methods like the Grammar Translation Method, the Direct Method, The Audio-Lingual Method, the Silent Way, the Bilingual Method, Community Language Learning, Communicative Language Teaching Approach, Structure Approach and Situational Approach. In the luxuriant of these numerous methods, the right approach becomes conspicuous by its absence in other words all these approaches will only help the learner be confused in acquiring English language competence. This rather gloomy picture has made the writer of this paper seek a solution to the problem resulting in his invention of an easy approach on the part of English language teachers in imparting English communication skills.

On a Contribution to the History of Teaching German as a Foreign Language at the End of the 19th and the Beginning of the 20th Century

The Guide to the Initial Study of German by Students of All Nationalities („Leitfaden für den ersten Unterricht im Deutschen. Zum Gebrauche für Schüler aller Nationalitӓten”) presented here was available at the end of the XIX - the beginning of the XX century for the Bulgarian audience, but it was more popular in the pan-European educational context, as it provides interesting linguodidactological guidelines for the first lessons in German. However, the abundance of texts and grammatical rules rather shows that the authors have not managed to emancipate themselves completely from the dogmatism of the grammar-translation method and from the imperative memorization of words and rules.

Comparing the Effectiveness of Grammar Translation Method and Unit-Shift on Translation-accuracy of Students at Intermediate Level in EFL Contexts

Translating a Source Text into a Target Language becomes inevitable in the EFL context. Though the complete equivalence of the Source Text into the Target Language is not yet possible, the translation accuracy reduces the loss of the equivalence gap between the Source Text and the Target Language. The current study aims to explain the effectiveness of two translation methods i.e., Grammar Translation Method and Unit-shift in translation accuracy of the students at intermediate level in the EFL contexts. The data for this study is collected through a field survey and teaching in the actual classroom and post-tests. This is a mixed-method study using quantitative data to support the qualitative analysis. The analysis of the data was conducted using the Quantitative Content Analysis theory by Bernard (1952) and Translation Shifts by Catford (1965). The findings of the study have revealed that unit shifts have helped increase the translation accuracy of the students at an intermediate level in the EFL contexts by 11.82% as compared to the Grammar Translation Method. This study helps find the effectiveness of unit shifts in solving the problems faced by intermediate students during the process of translation.

Utilizing Grammar Translation Method in Teaching Reading and Writing: An Experimental Study

The primary aim of the study was to investigate the effectiveness of the grammar translation method in teaching reading and writing, assessing whether this technique leads to better learning results compared to conventional teaching methods. Utilizing a quasi-experimental method, the study revealed that there was a significant difference in the achievements of students in reading and writing in their pretest and posttest in the class. The findings suggested that employing the grammar translation method enhanced students' proficiency in reading and writing. Therefore, employing this approach might produce better outcomes than solely depending on the second language method, thereby enhancing students' academic performance. The results indicated that the grammar translation method was effective in teaching Reading and Writing to Technical Vocational Livelihood students, showing positive academic results. Hence, it was recommended to apply the method to additional Reading and Writing topics beyond those examined in the study. Moreover, future researchers were encouraged to adopt the methodology and investigate its effects not only academically but also across social, psychological, and physical domains.

Effectiveness of English language teaching methods and language learning skills among college students in public higher education institutions in Sulu

English is the most widely spoken language in the world, serving as a common medium for people from different linguistic backgrounds. It is the primary or secondary language in many countries and is often used as the international language of business, diplomacy, science, and technology. Hence, there was a need for effective teaching and instructional strategy to enhance the competence of the college students. This study investigated the effectiveness of various English language teaching methods and assessed the language learning skills of college students in public higher education institutions (HEIs) in Sulu, Philippines. Quota sampling (n=200) was carried out to sample the college students from four (4) different public HEIs in Sulu. Close-ended questionnaires were administered to determine the effectiveness of three different English language teaching methods—(i) Grammar-Translation Method, (ii) Direct Method, and (iii) Audio-Lingual Method. This study also analyzed the level of English language learning competence of college students based on their (i) listening skills, (ii) speaking skills, (iii) reading skills, and (iv) writing skills. Key findings indicated that different teaching methods, namely the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, each offered distinct advantages for language learning. In assessing the language learning skills of the students, the study found high competence across all four key areas: listening, speaking, reading, and writing. Inferential analysis indicated that the effectiveness of English language teaching methods can be correlated to the language competence of college students. Further studies shall be done to determine whether the teaching methods could directly influence the language skills of students.

Exploring english language needs: Non-english major students at University of Al-Qolam Malang

This research investigated English language needs for new students majoring in non-English who are taking courses in the Foreign Language Center program. This research approach used qualitative with descriptive methods. The subjects in this research were new students majoring in non-English. The data in this research was obtained through two stages, namely Focus Group Discussion (FGD) involving six students who were representatives from each study program; Indonesian Language Tadris, Mathematics Tadris, Islamic Religious Education, Sharia Economic Law, Ahwal Al-Shakhsyiyyah, and Islamic Teaching Communication, and distribution of questionnaires filled in by 127 students. Here the researcher found that most students (75%) who took part in the Foreign Language Center (English) program wanted to master all English language skills; listening, speaking, reading, and writing. Apart from that, the English components they need are vocabulary and grammar with a percentage (78%). Furthermore, regarding the abilities and components of English, students want the lecturer's strategy used in the learning process to be text-based teaching. Therefore, researchers provide recommendations so that learning is implemented using relevant methods such as the Grammar Translation Method (GTM), Direct Method (DM), Audio Lingual Method (ALM), and Communicative Language Teaching Method (CLT).

Implications of Grammar Translation Method on Speaking Skills of the EFL Learners: A Study Conducted at BS Level in Rahim Yar Khan

Implications of Grammar Translation Method on Speaking Skills of the EFL Learners: A Study Conducted at BS Level in Rahim Yar Khan

The most suitable English learning methods for young learners

The aim of this article was to know the most suitable and effective methods to apply to young learners as elementary graders. The researcher got 17 female and male students. Their grade varied from class 1 to class 6. Before conducting this study, the problems faced by the students are they seemed got difficulty memorizing English words, lacked motivation, and lacked concentration in learning English. There were 3 methods used in this study: Grammar Translation Method (GTM), Audio Lingual Method, dan Total Physical Response. The students were taught English once a week. The researcher observed the effectiveness of each method in each meeting. Those methods were used all together in each learning process. The finding showed that GTM was not effective to apply, while the two latter were good and effective to apply for those students.

USING GRAMMAR TRANSLATION METHOD TO IMPROVE STUDENT'S COMPREHENSION AT SMP SWASTA PENGHARAPAN MEDAN

This research was conducted to describe the process of increasing students' understanding of comparative degrees through the Grammar Translation Method and to find out whether the grammar-translation method can improve students' understanding of comparative degrees among Medan Pengharapan Private Middle School students. Class I and II students of Medan Pengharapan Private Middle School were the research subjects. Tests and observations are data collection tools. Students are taught using qualitative and quantitative approaches, or classroom action research. Based on this research, it can be concluded that students already understand when taking tests. This was proven when working on the first cycle: 28 students did not understand (below average) the degree of comparison, and after being given the first treatment, this increased to 12 students who understood it but did not understand comparative degrees. After being given the second treatment, only 10 students did not understand comparative degrees.

Students’ Speaking Skills through Communicative Language Teaching

This study was designed to increase the English speaking of students by implementing Communicative Language Teaching (CLT) approach in the second grade of Department of Dental Nurse Politeknik Kementerian Kesehatan Makassar. The subject taught was the English for Dental Nurse and the sample used in this study was class A as a control group and class B as an experimental group. This study implemented quasi experimental design with nonequivalent control group design. The result of this study showed significant greater improvement in students’ English speaking by implementing Communicative Language Teaching approach for experimental class than implementing Grammar Translation Method for control group. The study’s findings demonstrated that Grammar Translation Method was not as successful at increasing students’ speaking as Communicative Language Teaching (CLT).

The Effect of Grammar Translation Method on Students’ Writing Narrative Text Ability

The Effect of Grammar Translation Method on Students’ Writing Narrative Text Ability

Comparative Analysis of Teaching Methods in EFL Education: German and Chinese School Practices Across Levels

This comparative analysis examines the teaching methods in English as a Foreign Language (EFL) education in Germany and China across various educational levels. While Germany emphasizes immersive learning and practical language application, China focuses more on theoretical understanding. Despite these differences, both nations share a commitment to enhancing English proficiency among students. Evaluating effective teaching methods for adult second language acquisition in English requires careful consideration of the strengths of each approach, as well as individual preferences, learning styles, and cultural contexts. Considering the multicultural and international perspectives, Total Physical Response (TPR) is recommended as a valuable adjunct from primary school level onwards, alongside a synthesis of Communicative Language Teaching (CLT) and the Grammar-Translation (GT) Method. Furthermore, the augmentation of the Natural Approach can enhance the language learning experience. The findings offer pedagogical insights for Chinese educators to develop a more tailored English education methodology that aligns with China’s specific context.

Exploring Language Teaching Methods: An in-Depth Analysis of Grammar Translation, Direct Method, and Audiolingual Method: A Literature Review

The present literature study delves into the development of language teaching methodologies, with particular emphasis on three well-known techniques: Grammar Translation, Direct Method, and Audiolingual Method. The background underscores how pedagogical ideas have changed throughout time and stresses the historical context of language learning. The evaluation analyzes important academic publications, instructional resources, and empirical investigations using a thorough methodology to evaluate the advantages and disadvantages of each approach. Findings of the discussion show that educators can make informed decisions about selecting and adapting methodologies to optimize language instruction for diverse learner populations if they understand their historical development, theoretical underpinnings, practical implications, and limitations. This approach combines elements from each method while addressing their limitations, resulting in dynamic and effective language learning experiences that cater to diverse learner needs and goals. And the review concludes that Language teaching strategies vary, with each method having unique characteristics and methods. The Direct Method promotes natural language learning, the Audiolingual Method emphasizes habit building, and the Grammar Translation Method emphasizes formal language structures. To enhance effectiveness, teachers should combine technology, communicative teaching practices, and a learner-centered environment.

Integrating 5E Model with Planned-Incidental Grammar Teaching Approach to enhance grammar competency of eighth-grade Odia medium school students, in a time-sensitive manner

Prompted by the challenges faced by teachers in balancing grammar and content in English classes, coupled with the poor English proficiency of rural Odia medium school students, the study aimed to devise an intervention that could balance content and grammar, thereby enhancing the grammar competency and content comprehension of eighth-grade students. Based on quasi-experimental research with a pretest-posttest nonequivalent group design, two groups were assigned treatment conditions: the 5E Model with Planned-Incidental Grammar Teaching Approach (experimental group) and the traditional Grammar Translation Method (control group) during class instructions. Data were collected from 100 school students, with 52 in the experimental group and 48 in the control group, using pretest and posttest assessments. The mixed ANOVA test results revealed significantly higher posttest scores in the experimental group compared to the control group, highlighting the positive impact of the intervention on students’ grammar proficiency. The t-test for the comprehension test suggested comparable levels of comprehension in both groups, indicating the efficiency of the new pedagogical strategy in seamlessly integrating grammar instruction into regular classroom teaching, optimizing instructional time and ensuring balance between content and grammar, making it particularly valuable for educators facing time constraints. This study underscores the need for professional development opportunities to enhance teachers’ pedagogical skills and knowledge. Further research is warranted to explore the intervention’s impact on various language skills and assess its applicability in diverse contexts, contributing to a broader understanding of its implications.