Grammar-translation method
The grammar - translation method is a language learning method (see also foreign language teaching ) in the foreign-language texts either be grammatically analyzed and translated ( analytical- inductive method ), or translated sentences from or into the target language by practicing the rules (synthetic - deductive method ). Your goal is to gain a comprehensive knowledge of the vocabulary and the system of grammatical rules. The grammar - translation method is focused exclusively on the written use of the foreign language.
History
Until modern times, the teaching of foreign languages in general concentrated on the written use of the target language. Thus, the medieval teaching limited in foreign languages , which took place mainly in the monasteries, often on translating biblical texts and on naming the grammatical rules. A famous textbook on Latin grammar, which was to the 19th century in use is the n in the fourth century BC resulting Ars Grammatica, especially the part de partibus orationis ars minor of Aelius Donatus, which the grammatical main phenomena - not unlike many later Repetitoriumswerke - compiles.
The resulting formed, for the first time as designated in the 19th century grammar - translation method is until the 20th century predominant foreign language teaching method, both in the old and in the only in the early 19th century to the general subjects covered by the higher schools added new languages.
At the time was teaching a foreign language in the context of a classical ideal of education and humanism, but it came through the modern language reform movement, among others, by Wilhelm Viëtor to a paradigm shift. Had you previously knowledge and knowledge of languages and the contrastive consideration given preference nor their practical application, then the modern languages split off and moved the language acquisition for the purpose of communication at the center. The fact that the classical language teaching does not aim to speaking ability, dominates the Latin, Greek, and Hebrew lessons today, the only cognitively oriented grammar - translation method.
Features of the bam for English lessons
Vocabulary:
- Bilingual vocabulary equations ( boy - boy)
- Vocabulary is adapted to reading, that is, all words in the text to be treated are given
- Practice by translating isolated sentences ( The boy is nice;. The classroom looks beautiful etc..)
Grammar:
- Deductive teaching grammar
- Conducting were the grammatical structures described by the Latin tradition
- Each word class was given with the flexion by person, gender, number, case, tense and mood in the foreign language and in English
Text Work:
- Cult documentary, historical texts
- Letters and poems of the 18th century
- No dose of linguistic difficulties
- No reference to grammar sections
- No tasks for text
- Texts form templates for class discussion, ie that free speech should always be carried out only in a semantically specified frame
Language of instruction:
- German ( teacher asks questions even in German, students respond in a foreign language)
Interaction:
- Frontal teaching
Priorities of the targeted skills:
- Reading comprehension, ability to translate, only then speaking and writing skills
Media:
- Teachers are not able exemplary recite long texts in English, as they have enjoyed only trained as a classical philologist and had learned English either in high school or at the university.
Process and content
For use in teaching a variety of lyrics are: Fictional as factual texts, prose and later - albeit rare - Poetry. These are semantically, as parsed and translated into their own language. Furthermore, individual records for deduction and practice of grammatical aspects are used. Another, but less often performed exercise is the translation into a foreign language.