Course paper the theme: teaching the usage of grammar while translating the texts

The advantages of the Grammar-Translation Method:
In Grammar-Translation Method, the first language is maintained as the reference system in the learning of the second language. Translation from one language to another plays a certain part in language learning. in the Grammar-Translation Method, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences.
Systematic study of grammatical rules plays an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. It has special importance for students in teachers’ colleges for whom a good mastery of the grammar system of the target language. Understanding and manipulating the morphology and syntax will develop students’ ability of analyzing and solving problems.
The focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.
The Grammar-Translation makes few demands on teachers although it often creates frustration for students.
Disadvantages of the Grammar-Translation Method
Overemphasis on translation can never emancipate the learners from dependence on the first language.
The Grammar-Translation puts too much emphasis on reading and writing and neglects listening and speaking. Knowing a large number of grammatical rules cannot ensure that students can use them appropriately in real communicative situation.
In the Grammar-Translation Method, the texts are mostly taken form literary works. The language learned often doesn’t meet the practical needs of the learners.
Memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.

CHAPTER 2. TEACHING GRAMMAR WHILE TRANSLATING


2.1 Translation activities in the language classroom
ranslation was a significant part of ELT for a long time, and then a significant missing part for a long time also. With the arrival and then total dominance of communicative methodologies, translation was quickly consigned to the past, along with other ‘traditional' tools such as dictation, reading aloud and drills. However, it and these other abandoned activities are now a feature of many communicative classrooms and successful aids to learning, although the approach to using them has changed. As Duff (1989) says, teachers and students now use translation to learn, rather than learning translation. Modern translation activities usually move from L1 to L2, (although the opposite direction can also be seen in lessons with more specific aims), have clear communicative aims and real cognitive depth, show high motivation levels and can produce impressive communicative results.
Learners

Translation teaches learners about language, but not how to use it. Translation does not help learners develop their communication skills.

Translation encourages learners to use L1, often for long periods of class time, when the aim of modern teaching is to remove it from the classroom.
The skills involved in translation may not be suitable for all kinds of learners. It may, for example, be best for learners who are more analytical or have preferences for verbal-linguistic learning strategies. It may not be suitable either for young learners or lower levels.
Learners may not see the value of translation as an activity to help them learn English, and instead see it as a specialised, and difficult, activity.
Translation is a difficult skill which must be done well in order to be productive and rewarding. Learners and teachers not only have to take into account meaning but also a range of other issues, including form, register, style, and idiom. This is not easy, but too many translation activities rely on it being done well.
Teachers
Translation activities are tricky to set up and take a lot of preparation, especially anticipating possible problems.
Translation requires a motivated class.
The teacher needs to have a sophisticated knowledge of the L1 and the L1 culture. Without this translation can create more problems than benefits. This level of awareness is almost impossible in a multi-lingual class.
Following on from this, if a teacher uses L1 in a translation activity then this can undermine their work to maintain an English-speaking environment in the class. Learners inevitably see them as an L1 resource.
Translation is by definition text-bound, and confined to the two skills of reading and writing. This makes it hard to justify for many classes with time restrictions.
Translation is time-consuming and difficult but the teacher must be as good as and better than the learners at it, to be able to manage the activity well.
Benefits
Many ELT teachers and theorists now see the validity and value of translation as an activity in communicative classrooms (although few coursebook writers offer ideas and materials for this area). Below are some of the ways translations can have a positive impact; many of these also serve as responses to the objections and criticisms expressed above:

Designed well, translation activities in the classroom can practise the 4 skills and the 4 systems. In terms of communicative competence, they require accuracy, clarity and flexibility. Duff: it ‘trains the reader to search (flexibility) for the most appropriate words (accuracy) to convey what is meant (clarity)'.

Following on from this, translation is by its nature a highly communicative activity; the challenge is to make sure that the content being communicated is relevant and that we exploit all possibilities for communication during the activity.
Translation in groups can encourage learners to discuss the meaning and use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language.
Translation is a real-life, natural activity and increasingly necessary in a global environment. Many learners living in either their own countries or a new one need to translate language on a daily basis, both informally and formally. This is even more important with the growing importance of online information.
Whether we encourage it or not, translation is a frequently used strategy for learners; if we accept this, we need to support them in developing this skill in the right way, e.g. by discussing its role.
Translation can be a support for the writing process, especially at lower levels. Research has shown that learners seem able to access more information in their own L1, which they can then translate.
Discussion of differences and similarities during the translation process helps learners understand the interaction of the two languages and the problems caused by their L1. It also helps learners appreciate the strengths and weaknesses of the L1 and L2, for example in the comparison of idiomatic language such as metaphors.
Teachers can focus translation activities on highly specific learning aims, such as practice of certain vocabulary, grammar points, styles and registers, etc. It also lends itself well to work with other tools such as e-mail and class web pages.
Finally, for many learners developing skills in translation is a natural and logical part of reaching higher levels, and being able to do this well is highly motivating.
Classroom approaches
Translation is a difficult activity to set up and can go badly wrong, producing some of the objections described above. There are many aspects to designing and running tasks.
Firstly, it is necessary to plan carefully and fully, and to identify the right kinds of aims. Ensure that your source material really does focus on these, and has not been introduced just because you like it. Try to integrate translation with other skills/systems practice where possible. Make sure you have dictionaries and usage sources available. It is important to recognise the problems associated with traditional approaches to translation (a solitary, difficult and time-consuming activity using literary texts) and find solutions to these, such as ensuring these tasks are short (not easy), always working in groups, and maintaining the element of a communication gap where possible.
As the objections above showed, learner perception of this activity is key. It is useful to explain your aims and discuss any concerns that your learners have; many activities use materials that can be generated by learners, which can have positive impact on motivation and dynamics. Avoid activities which require your learners to use their L1 a lot if you don't have a consensus in your class. Think about the possibilities and pitfalls of this kind of work in a multi-lingual group - discussion and comparison of L1 idioms may be very rewarding, for example, but working on a text not.

1.