Grammar Translation

Illustrations
The Grammar-Translation method had been defined and described as follows: A way of teaching in which students study grammar and translate words into their own language. They do not practise communication and there is little focus on speaking. A teacher presents a grammar rule and vocabulary lists and then students translate a written text from their own language into the second language. See communicative approach. British Council A dull, dry, and ineffective teaching method completely devoid of theoretical justification. The method has its roots in the teaching of Latin. The method focuses on translating grammatical forms, memorizing vocabulary, learning rules, and studying conjugations. Its focus is on accuracy and not fluency. Emphasis is on form and not on meaning. Paragraphs are dissected for form, while students and teacher could care less if the paragraph actually has anything worth saying. Another problem with this method is that most of the teaching is done through explanation in the learner's first language. Bogglesworld EFL glossary Grammar-Translation (GT) has come to be seen as the antithesis of good teaching practice, and much scorn is customarily heaped upon it. This bad reputation is not entirely undeserved: GT is associated with a very grammar driven approach to learning, with an emphasis on accuracy rather than fluency, and on the written form rather than the spoken form. Moreover, most exercise types in traditional GT courses work at the sentence level or below: there is no such thing as authentic text, for example, in a standard GT course. In fact, inauthenticity is a hallmark of GT courses, and lends itself to endless ridicule. Scott Thornbury

Direct method
The direct method of teaching was developed as a response to the GrammarTranslation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful

everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

Example
The

teacher explains new vocabulary using realia, visual aids or demonstrations.

In the classroom
Aspects of the Direct Method are still evident in many ELT classrooms, such as the emphasis on listening and speaking, the use of the target language for all class instructions, and the use of visuals and realia to illustrate meaning.

Definition of ESP (Dudley-Evans, 1997) Absolute Characteristics

1. ESP is defined to meet specific needs of the learners

2. ESP makes use of underlying methodology and activities of the discipline it serves 3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre. courses assume some basic knowledge of the language systems