Traditional Grammar Translation Method Research Articles

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.

Improving Reading comprehension Skill through Post-reading Strategies: An Experimental Study on Secondary School Students’ English Reading Skill in Pakistani

This study regarding reading comprehension sought the effectiveness of post reading strategies and its impacts on grade10 students English reading comprehension skills. The proposed method for teaching English reading skills as a second language contradicts with the outdated methodology, which is employed in majority of Pakistani public schools. The said study was structured on quasi-experimental design. It was based on pretests and posttests comparison groups. Both the groups containing total 95 participants from two different schools of district Korangi, Karachi, who were conveniently selected and labeled as experimental and control group for the study purpose. Both the groups were taught by researcher himself, one with usual traditional grammar-translation method, while the other group was taught by using the interactive reading strategy approach, which emphasizes on summarizing, synthesizing and evaluating for English reading comprehension. Statistical analysis of the data collected from pretest and posttest results were based on SPSS 22. The paired samples t-test and one-way Anova was used to analyze the improvements between pretests and posttests results. The findings of the study proved significant improvements in English reading comprehension skills of the treatment group over the controlled group.

FACTORS AFFECTING QUALITY OF ENGLISH LANGUAGE INSTRUCTIONS IN PAKISTAN: A STUDY AT UNIVERSITY LEVEL IN SOUTHERN PUNJAB

The purpose of this research was to identify the factors contributing to the deteriorating input quality of English in universities. It was a poll of higher educational institutions in Punjab's southern province. There were 112 English teachers from public sector universities that participated in the survey. A survey with a Likert scale of five options was used to compile the information. Statistics were utilized to describe the data, primarily using averages and percentages. The results showed that the quality of instruction was diminished due to the following factors: the appointment of teachers on merit, the absence of co-curricular activities and teaching aids, the reliance on the traditional grammar translation method, the writing of compositions on black boards, the assignment of homework designed to be memorized by rote, the lack of refresher courses, the insufficient time spent using English for communication, the overloading of teachers, and the overcrowding of classrooms. The research suggests appointing, setting up workshops to motivate teachers and improve teaching methods, organizing extracurricular activities to improve students' speaking, listening, and writing skills, fostering students' creativity and writing abilities, giving teachers enough time to prepare lessons, limiting class sizes, and avoiding overcrowding. Keywords: English Language, Quality, TEFL, curricular activities, teaching aids, GTM.

Effects of ESP Courses on Chinese Health Vocational College Students' English Proficiency

This study investigated the effects of ESP teaching of medical English on the English proficiency of Chinese medical major students. A content-based language instruction was given to the experimental group while the control group was taught on the basis of traditional grammar-translation method. Both groups were freshmen majoring in clinical nursing and were in the second semester of their college learning.The findings showed that the content-based ESP course was significantly effective for the students when it came to improving their English proficiency. Compared with the grammar-translation method, it manifested a more significant advantage in improving the students’ listening and speaking abilities. However, the grammar-translation method was proved to be more beneficial in improving students’ writing ability. Moreover, content-based ESP learning didn’t have a more significant effect on students’ reading performance in comparison with the grammar-translation method. Additionally, the survey results revealed that content-based ESP learning was more beneficial to the students in developing their professional communication skills, increasing their English speaking opportunities, giving them confidence in using English, and providing them with a better understanding of unit topics. However, the interview results showed that students experienced some difficulty concerning group discussions or impromptu speeches. In particular, low-level students perceived that speaking in English was uncomfortable and required an unexpected amount of preparation time. ESP learning looks promising, but it is necessary for us to apply a different teaching method according to the students’ proficiency levels and for the skills that they acquire.

Using Contextual Pragmatics in the Teaching of Polysemy among Foreign Students

This study aims to apply contextualization in the teaching of vocabulary extensions. It argues that the introduction of vocabulary connects directly or indirectly and that systems can be found at the context level. Mandarin and “rice” were taught to two groups of international students from Asian universities; the experimental group was taught with the context system while the control group was taught with the traditional grammar translation method. The effect of contextualized teaching on vocabulary extension learning was then observed. Contextualization will benefit the learning of the extended meanings of words. An experiment was conducted to determine the learning effectiveness. The subjects of the study were international students from Asian universities, and the teaching materials were Mandarin phrases that were related to “mi” (?) and “fan” (?) (rice). The students were divided into two groups: the experimental group was introduced the context system and the other was taught using the grammar translation method. A post-test was held to determine whether contextualized teaching improves the learning effectiveness of extended meanings.

SHOULD THE AUTHENTIC MATERIALS USED ACCORDING TO LEARNER`S LEVEL

In recent years learning foreign languages especially the English language is becoming popular, toddlers and adults are trying to speak in English. It is a growth that learning languages is not only speaking another language it is also getting information about culture, history, and customs of acquiring language. In addition, it can help to open the doors to the world.As a teacher, I have been asked by several students “how much time does it take to speak English?” or “After What Time Can I speak fluently?” They are common questions that all starters give every time. My answer always is it is up to individuals. I have a strong position that learners try to learn foreign languages from authentic materials even they do not understand fully. Although they watch or listen to real materials without comprehending, they learn how to pronounce the words and attitude toward the language.Moreover, using authentic material can give motivation to learn or to achieve their goals with the help of learning languages because learners attempt to look like a native and also speak as they do. When it comes to using authentic materials in the classroom can be useful as learners do not get stress from the traditional grammar-translation method, that is to say, they acquire the language more naturally than they did before, and as a consequence, they feel that language environment. On the other hand, there is an argument to be discussed, using authentic materials also choose the age and level. The present study aims to focus on the importance and as well as for what level can be used the authentic materials in foreign language learners.

The Role of Pedagogical Translation on The Development of Intercultural Communicative Competence in Language Teaching

Methods of language teaching have neglected the role of pedagogical translation throughout the twentieth century in order to prevent the use of the L1 in the classroom. With the elaboration of Common European Framework of Reference for Languages (CEFR) in 2001, there has been a radical shift from an interactional language learning perspective at a bilingual environment to an intercultural perspective at a multilingual level with the recent theories of sociocultural learning and the emergence of intercultural competence. This study intends to redraw the theoretical background of translation in language learning after the traditional grammar-translation method and to deconstruct the neglected role of translation in the emerging methods during the second half of the twentieth century up to communicative and action-oriented approaches. The study aims at reinitiating the translation-based learning in coherence with the action-oriented approach, which is based upon the appropriation of an Intercultural Communicative Competence in language teaching. It was a qualitative phenomenographic research and the researcher examined data collected from ten experts and three main categories had been determined. The main theme was the impact of translation on intercultural communicative competence, which was divided into three categories (role, impact, and awareness via translation) It has been concluded that the translation is a way to surpass cultural boundaries in language teaching and the role of translating is a kind of mediation. Translation is not only an activity of transcoding, but also a complex procedure in which interfere language, culture, but also the inter-subjective pragmatic relations between individuals and the society.

E-Learn Platform to Teach Legal English for Law Professionals

Globalization of trade and economy led to a growing demand all over the world for English for Specific Purposes courses. Conscious of this fact, Algeria has incorporated English for Legal Purposes teaching into tertiary studies. In Algeria, Law students receive ELP course aimed to help them in their studies and future careers. However, at the end of their learning process these students still find linguistic and communication difficulties in situations where English is needed as the course received is no more than teaching specific words and phrases and translating some texts following the traditional Grammar Translation Method. Accordingly, this paper aims to presents the current ELP course situation and to measure students’ and teachers’ attitudes towards the use of Blended ELP course based on Content Language Integrated Learning model. The course has twofold: to provide students with international legal knowledge and to compare them to the Algerian one, and to expose learners to intensive reading activities and overcome lack of teaching time activities. In this quantitative study, seven teachers were interviewed and fifty seven masters’ students were questioned. The results revealed that the students have comprehension difficulties because the time load for reading activities is not sufficient. Concerning informants readiness to use Blended approach, the teachers present negatively the usefulness of such an approach for their students; on the contrary, students show a positive attitude to have additional English reading comprehension activities online, and they demonstrate a high interest to the proposal to support their English course with extra home tasks.

E-Learn Platform to Teach Legal English for Law Professionals

Globalization of trade and economy led to a growing demand all over the world for English for Specific Purposes courses. Conscious of this fact, Algeria has incorporated English for Legal Purposes teaching into tertiary studies. In Algeria, Law students receive ELP course aimed to help them in their studies and future careers. However, at the end of their learning process these students still find linguistic and communication difficulties in situations where English is needed as the course received is no more than teaching specific words and phrases and translating some texts following the traditional Grammar Translation Method. Accordingly, this paper aims to presents the current ELP course situation and to measure students’ and teachers’ attitudes towards the use of Blended ELP course based on Content Language Integrated Learning model. The course has twofold: to provide students with international legal knowledge and to compare them to the Algerian one, and to expose learners to intensive reading activities and overcome lack of teaching time activities. In this quantitative study, seven teachers were interviewed and fifty seven masters’ students were questioned. The results revealed that the students have comprehension difficulties because the time load for reading activities is not sufficient. Concerning informants readiness to use Blended approach, the teachers present negatively the usefulness of such an approach for their students; on the contrary, students show a positive attitude to have additional English reading comprehension activities online, and they demonstrate a high interest to the proposal to support their English course with extra home tasks.

Communicative Language Teaching Method in Teaching the Kazakh Language to Russian-Speaking Technical Students in Kazakhstan

The article deals with the specifics of teaching Kazakh language to Russian-speaking technical students at Karaganda State Technical University, Kazakhstan, in the light of the nationwide trilingualism policies. The paper explains ineffectiveness of the traditional grammar-translation method used today in many educational institutions. It has been hypothesized that Kazakh language teachers should use the Communicative language teaching (CLT) methodology, which is rather popular in the West and widely used for teaching foreign languages, in particular English, with its adaptation for Kazakhstan’s conditions. The study gives a model of a communication-based lesson and proves its effectiveness in teaching Kazakh language to Russian-speaking students as well as suggests the possibility of its widespread implementation for training adult population in Kazakhstan.

Factors Affecting Teachers’ Implementation of Communicative Language Teaching Curriculum in Secondary Schools in Bangladesh

This study focuses on the selected factors affecting teachers’ implementation of the Communicative Language Teaching (CLT) curriculum in secondary schools in Bangladesh. The study is explorative, interpretivist, and qualitative in nature. A phenomenology approach, under qualitative method, was adopted to explore how teachers experience the phenomenon of CLT based curriculum change. Four schools were chosen, two from Dhaka (Urban), the capital of the country, and two from the villages in Chandpur (Rural). Eight selected participants were chosen from these schools based on a purposive sampling. Semi-structured interviews, classroom observation and document analysis of curriculum, assessment, and teaching materials were the instruments of data collection. The finding of the study suggests that the shift from traditional Grammar Translation Method (GTM) to CLT was needed a positive outlook from all the selected factors in the context of change; however, this did not happen. Numerous factors such as, needs of classroom teachers, complexities regarding the mismatch of teaching syllabus and material with assessment, unequipped classrooms, and quality of teacher development facilities have challenged teachers to implement CLT as it was intended in the curriculum. The study suggests some recommendations to ensure the effective implementation of CLT curriculum. Future research is also recommended based on other factors and stakeholders.

The Relevance among Preservice English Teachers' Preparation Courses, Their Views about Teaching and Their Real Teaching Behaviors (A Case Study)

This study aims at investigating the relevance among three factors: preservice English teachers' preparation courses, their views about teaching and their real teaching behaviors. This is a case study focusing on three preservice teachers of English in Egypt. Data was collected through three tools: an observation sheet, a semi-structured interview and a focus group. Results of the study revealed that there is a gap between what preservice English teachers learn in their preparation courses, their views about effective teaching and their real behaviors in class. The reasons which the participants gave for not applying what they have learned theoretically include: insufficient preservice training, students' low level, insufficient class time, students' resistance of changing the way they are used to learn, insufficiency of equipment in schools, students' preference of using the native language in learning, and in one case the teacher herself preferred the traditional grammar translation method. The study recommends early coordination between teacher preparation institutions and schools. The study recommends the incorporation of senior teachers in teacher preparation programs to try to breach the theory-practice gap. The study also recommends that teacher educators should analyze the given causes of the theory-practice gap and develop the English teachers' preparation courses in accordance.

A Critical Investigation of English Language Teaching in Bangladesh

The 2016 World Bank report on worldwide per capita Gross Domestic Product (GDP) identified Bangladesh as a lower middle-income country based on its consistent GDP growth throughout last decade (World Bank, 2016). To maintain this growth rate and meet the radical demand for human resources in increasingly globalised world markets, the country needs to communicate more effectively with the outside world. Inevitably, this means improving the quality of English teaching and learning. The significance of English, as the globallingua franca, to Bangladeshi learners is at its zenith. In this developing country, however, economic constraints mean that funds allocated to education are limited compared to many other Southeast Asian countries (Habib & Adhikary, 2016). Even given the generally low level of educational standards in Bangladesh (Islam, 2015), the standard of English language teaching and learning has decreased alarmingly in recent years (Hamid, 2011). English language education in Bangladesh has always been problematic, despite various attempts to initiate curriculum reform. As Hamid & Baldauf (2008) point out, the first of these major shifts in the ELT curriculum took place in the mid-1990s, when the traditional Grammar-Translation Method (GTM) was replaced with a curriculum based on a Communicative Language Teaching (CLT) model. The principal objective of this article is to review the major problems associated with ELT in Bangladesh that have hindered the implementation of the new CLT curriculum from the perspective of teachers, and eventually to make recommendations for more effective ELT curriculum reform.

Using Cooperative Learning (Team Pair Solo) to Improve Students Reading Comprehension

This research was aimed to apply cooperative learning (Team Pair Solo) as the technique to solve students problems in reading class of the third semester of nursing students in Stikes Patria Husada Blitar. This research design was a Classroom Action Research. The researcher used several instruments; such as observation checklist, field notes, and reading comprehension test. The finding showed that by using cooperative learning (Team Pair Solo), students comprehension in reading could be better than when they were taught by using traditional grammar translation method. This result could be seen from the data, in terms of the students individual reading comprehension test, in preliminary research, the number of students who passed the minimum passing grade (64) were only 2 students (20%). In Cycle 1, 10 students (100%) could pass the minimum passing grade (64). The improvement of students reading comprehension was due to the use of cooperative learning (Team Pair Solo) as the technique in teaching reading. It showed that by using cooperative learning (Team Pair Solo), students motivation and self-esteem increased since the cooperative learning (Team Pair Solo) could accommodate students to be well prepared to the reading passage by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self in reading class. Consequently, students became more motivated in terms of in-class discussion and offered opinions since they were accustomed to express their idea through cooperative learning (Team Pair Solo). It was suggested to all of English teachers/ lecturers to apply this technique as one of the methods to increase students motivation in English class and also could be used to increase students reading skill. Other researchers were expected to elaborate this cooperative learning with other technique so that there would be alot of technique could be used as refference in teaching english. It was suggested to all of English teachers/ lecturers to apply this technique as one of the methods to increase students motivation in English class and also could be used to increase students reading skill.Keywords: traditional grammar translation method, cooperative learning (Team Pair Solo), reading skill

The Study of Complementary Application Between Grammar Translation Method and Cognitive Approach in College English Translation Teaching

With the expansion of China's contacts with foreign countries, the cultivation of foreign language translation talents has become particularly urgent. As a bridge of cooperation and communication, translation plays an important role in the cooperation between China and other countries in the world. However, at present, our country still lacks a lot of high level translators. As the backbone of high-quality talents, college students are also the reserve forces for the cultivation of national translators. Therefore, it is very important to improve college students' English translation proficiency. At present, in the course of college English translation teaching, teachers mainly adopt the traditional Grammar Translation Method, which focuses on developing students' grammar knowledge. Students need to memorize a large number of words and sentences, and master all kinds of complicated rules. This method is conducive to the consolidation and improvement of students' grammar knowledge, but it is too boring. Long-term use will make students lose interest in translation, and it is not beneficial to the cultivation of translation talents. Cognitive Approach, also called Modern Grammar Translation, overcomes the drawbacks of past methods, and pays more attention to the understanding, practice and application of materials, and emphasizes translation practice in real situations. Compared with traditional grammar translation method, it is a progress. Therefore, the two are complementary to each other in the teaching of college English translation.

Why I'm an Only Child and Other Slightly Naughty Plains Folktales by Roger Welsch

Reviewed by: Why I'm an Only Child and Other Slightly Naughty Plains Folktales by Roger Welsch Dwayne Strasheim Why I'm an Only Child and Other Slightly Naughty Plains Folktales. By Roger Welsch. Foreword by Dick Cavett. Lincoln: University of Nebraska Press, 2016. xv + 189 pp. $19.95 paper. As a first-year student at the University of Nebraska–Lincoln during the fall of 1958, I enrolled in a beginning German course to apply toward the foreign language requirement of the College of Arts and Sciences. The course not only helped me meet the requirement, but it also changed my life. The instructor was a young, bespectacled, crew-cut teaching assistant, standing in front of his first class ever. His name was Roger Welsch. The teaching approach was the traditional grammar-translation method, but with a twist. Instead of the dull, boring, tedious lectures about grammar that many of us twenty-seven students might have anticipated, we were regaled with fascinating stories about how human language works. Roger demonstrated that grammar didn't have to be dull and boring at all. For us, it became vital, exciting, and even fun. I went on to major in German, acquired two graduate degrees in linguistics, and completed a fifty-year teaching career, forty-nine of those years at Hastings College. Roger's intellectual focus shifted over the years from language to folklore, but that was hardly a stretch because language is the medium of folklore, and linguists and folklorists share a keen appreciation of how ordinary people talk in ordinary situations. Welsch begins his forty-fourth book with three introductory chapters—one autobiographical and two scholarly—about his philosophy of folklore. Roger defines folklore as "that part of culture that is transmitted primarily from person to person by informal means . . . word of mouth, example, demonstration, daily activity . . . rather than through formal conduits of knowledge like classrooms, books, galleries, or concert halls" (22). The most delightful part of Why I'm an Only Child is the collection of dozens of Slightly Naughty Plains Folktales, which are best described by Roger's oxymoronic term "civil ribaldry"—stories that are only "slightly naughty," suggestive without being explicitly dirty, bawdy but with little or no offensive language. These are stories that might be heard around the table over coffee at the Chew 'n' Chat Café or around the table over drinks at the Dannebrog Tavern. "As are the Plains, the ribald tales are [mostly] rural, agricultural, subtle, and civil" (23). I read the whole book in one day and experienced several chuckles, quite a few laughs out loud, and even a few tears. I'd heard some of the stories before, mostly at Roger's speaking engagements that I had attended, and there might also have been others from his "Postcards from Nebraska" segment on CBS News Sunday Morning with Charles Kuralt. In any case, even if I was experiencing the tales for the second or third time, I was totally captivated by them. I couldn't put the book down. I was having too much fun. Of all the stories collected in this volume, my favorite is Roger's father's answer to his son's question referenced in the title of the book. I was tempted to repeat it here, but thought better of it because I don't want to spoil that one for prospective readers. My conclusion is that Roger Welsch is a superb writer and folklorist for the same reasons that he was a superb classroom teacher in our German class back in 1958. He has mastered his subject, he admires and respects his audience, he has an extraordinary sense of humor, and he is a thoroughly gifted storyteller. Those of us who value the language and culture of [End Page 326] the Great Plains are indeed fortunate that he has created in Why I'm an Only Child such a fitting capstone of his productive and distinguished career. Dwayne Strasheim English Language and Linguistics, Professor Emeritus, Hastings College Broken Arrow, Oklahoma Copyright © 2017 Center for Great Plains Studies, University of Nebraska–Lincoln

Penggunaan Gambar Berseri sebagai Media untuk Meningkatkan Ketrampilan Menulis Teks Prosedur pada Siswa S1 Keperawatan STIKes Patria Husada Blitar

English become the most important things in facing the issue of Asean Economic Community (AEC) especially in the health sector since English is one of the international language use in asean. So, preparing medical employees with English become a great issue to be solved. This study was intended to apply picture Series as the media to improve students writing skill. The research design used was collaborative Classroom Action Research. The collaboration was done with three English teachers in STIKes Patria Husada Blitar. This Classroom Action Research was implemented in one cycle only which involved four stages namely planning, implementation, observation, and reflection. The researcher gained the data in the form of students’ involvement during teaching learning activity and the writing product. To get those data, the researcher used several instruments; those were students writing product and field notes. The finding of this study showed that by using picture series as the media, the students could write procedure text much better than they were taught using traditional grammar translation method. In terms of the students’ individual writing product, in preliminary study, the number of students who passed the minimum passing grade (64) was only 2 students (9.1%). On the other hand, in Cycle 1, all of the 22 students (100%) could pass the minimum passing grade (64). The improvement of students’ writing skill was due to the use of picture series as the media in teaching writing which consisted of several activities for the students so that they were enthusiastic in joining the class. In addition, it was suggested for the lecturers and/ or teacher to apply and modify this technique in their classes.

Better Reading Through Science: Using Research-Based Models to Help Students Read Latin Better

For the past several decades, education researchers have devoted a lot of time, energy, and practice to gaining an understanding of literacy and the cognitive processes that control it. This research has developed, evidence has converged around certain findings, and teaching methods for reading and literacy have changed for the better because of it. Unfortunately the information and research, by and large, has not trickled out of the realm of reading education. Nevertheless, there is a great deal that teachers of Classical languages can learn and gain from an understanding of the ideas that have evolved from this research. After all, reading is a key component to any Latin or Greek classroom, regardless of whether the teacher espouses a reading method, a traditional grammar-translation method, or an approach that focuses more on productive proficiency. By using the products of the past years of literacy research, Latin and Greek teachers can perform better as educators, since they will have a stronger construct for how reading works as a cognitive process and they will be more able to provide students with help and support by isolating problem skills and developing activities specifically to remedy those issues.

Investigating the effectiveness of Moodle-based Blended Learning in College English course

The present study applies Moodle-based Blended Learning to College English teaching and conducts an experimental study of 90 non-English majors within one semester in order to explore the effectiveness of Moodle-based Blended Learning. Forty five students in the experimental group received the Blended Learning model, while 45 students in the control group received the traditional grammar translation method. The effectiveness is quantitatively assessed by Kirkpatrick's evaluation model from four aspects of reaction, learning, behaviour and skills. SPSS17.0 is used to analyse the collected data. In-depth interview is also used to confirm the results of quantitative analysis. The results show that compared with the traditional classroom face-to-face learning model, the Moodle-based Blended Learning can greatly improve the language learners' enthusiasm and initiative, effectively promote the learners' English comprehensive competence and strengthen their cooperative learning and team spirit.

Necessity of Modification in the Existing Communicative Language Teaching (CLT) Approach: Bangladesh Perspective

In Bangladesh, English language learning and teaching have always been facing obstacles to bring out positive and effective results. To make a progressing change, recently our education system has adopted the Communicative Language Teaching (CLT) approach in the field of English Language Teaching (ELT) terminating the years-long practice of the traditional Grammar Translation Method (GTM). But unfortunately, the CLT approach has also been proved to have disastrous effect in the outcome of ELT in Bangladesh. Considering all these issues, the present study attempts to find out whether there exists any necessity to make any change in the existing CLT approach, and if any, what might be the probable changes to be brought for the betterment of our ELT environment.