1.
The advantages of grammar translation method
a. 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.
b. Teacher’s
labour 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 learnt what he has
taught them. Communication between the teacher and the learners 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.
2.
the disadvantages of grammar translation method
a. 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.
b. 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.
c. 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.
d. 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
learnt through practice and not by just memorizing rules. The persons who have
learnt a foreign or second language through this method find it difficult to
give up the habit of first thinking in their mother tongue and than 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.
