The Sentence structure Translation Method Community Terminology Learning English Terms Essay

We have learnt about different coaching approaches during the lecture. The types of approaches are the direct method, sentence structure translation method, the silent way, community language learning, communicative terms teaching, total physical response and so many more. I have chosen the sentence structure translation method and community words learning for this report. Regarding to Random House Unabridged Dictionary, grammar translation method means a normal approach of foreign-language coaching predicated on explicit instructions in the grammatical evaluation of the mark language and translation of sentences from the native language into the target vocabulary and vice versa. Community dialect learning means a way of educating a foreign language that uses small groups and different ways of lowering students' anxiety. You can find benefits and drawbacks of both techniques. Both strategies are also highly relevant to use in today's Malaysian Education system.

Generally, 'the grammar translation is derived from traditional methods to the teaching of Latin and Greek in the nineteenth century' (Barb, 2010). Despite the fact that the technique has been used a long time ago, this method continues to be beneficial to our current education system. Matching to Richard and Rogers, 2002 (as cited in Barb, 2010), the sentence structure translation method is a means of studying a language that approaches the language first thought complete analysis of its grammar rules, followed by the use of this knowledge through the duty of translating sentences and content material into and from the target language. The first benefits is that sentence structure rule is educated deductively. This means that the pupils are educated about the sentence structure rule and then they have to apply to the new examples. It is important for the pupils to find out about the grammar rule of the words. This will make them use and apply the dialect better. They are able to lessen their problem when they find out about the grammar guideline. They also will be able to describe about the grammar guideline of certain words when they may have the data.

Next, translation is the easiest and shortest way to understand English. This is because most primary institution children do not familiar with this language. They are able to only understand their mom tongue. So, by teaching English using the mother tongue, the pupils have the ability to meet up with their study better. Translation is needed to teach the children. The use of mother tongue is very important for the pupils in learning English in the early year. That is to make them understand better. For instance, if we discuss using English during lessons, the pupils may not have the ability to understand anything during the lesson. By using the mother tongue during the lessons, the pupils also don't have any problem in understanding and giving an answer to the instructor. So, there may be connection happen in the class. The communication between the pupils and the tutor does not cause any problem. Translation is very important component in learning British for these children. The other advantages is the pupils have been launched to the literature texts through the early years of their study. It is a good signal that the pupils learn about literature through the lesson. When they have learned about the literature texts, they have the ability to interpret the literary passages well based on their experience through the learning process in the category. They are able to show their understanding in books by controlling to interpret the literary texts.

There are also cons of the method. The first drawback is less involvement from the pupils. This technique is teacher-oriented. The teacher has the full authority to regulate the course. So, the inputs of the learning are given by the teacher right from the start of the lessons until the end. The pupils' job in the course is to hear to the teacher's teaching without questioning anything. They can be like silent learners. There is no discussion or sharing opinion occurs through the lesson. Because of this, the pupils' cognitive skill and critical and creative thinking won't develop. Not just that, the teacher also is the one to choose if the pupils' answers are right or not. If the pupils do not manage to get the correct answers, the instructor will give the correct answers to the pupils. The instructor does not even make an effort to give the pupils another chance to response to the questions. They will not become autonomous learner. That is one of the teacher-centred methods in the training process. These skills are necessary for the pupils to develop so that they will be able to understand their learning better and have the ability to prosper in their study. Not only that, the other downside is little if any attention directed at the speaking skill. Relating to Brown (2001), it does virtually nothing to improve a student's communication ability in the terminology. This is because they only do the reading and writing during the school. The pupils aren't exposed to any skills in learning like tuning in, speaking and writing. These skills are essential for the pupils in their learning. By learning a lessons with these skills, they'll be able to understand the lesson and have the ability to complete all the works distributed by the teacher. If this example continuously happens, it will promote to the boredom to the pupils. It is because they keep on doing the same thing during the lesson. Primary institution children always prefer to have fun and doing fun things. If they are doing the same thing during the lessons, the tendency for them to withdraw from the lesson is higher. As a result, the lessons process will not improve well. The disruption that occurs will interrupt the training process. They will also disrupt other students who wished to learn.

Besides that, the teaching like this is against the natural way of learning a words. 'The natural order of learning a dialect is being attentive, speaking, reading and writing' (Purwarno Hadinata, 2006). Through this technique the pupils are to ask to learn texts and literature texts during the lesson. This technique is unnatural method. Even though the primary university children want to find out about their mom tongue vocabulary while these were young, they still have to listen to the other's words before they can speak out what. It is hard for them to learn about British which is not their mom tongue through reading. They will not understand the phrases or words through reading. The past disadvantage of grammatical translation method is much vocabulary is trained in the form of lists of isolated words. The professor gives the meaning of solo words instead of the meaning of the phrases or phrases. For example, the teacher provides meaning of the term 'happy' in the mom tongue. The pupils only know this is of the term 'happy'. There's also other words that related to the term 'happy' like 'enjoyment', 'gladly' and many more. When reading phrases that have the term 'pleasure', the pupils could become confused. It is because they only know the meaning of the term 'happy'.

This method is relevant for the rural area pupils. It is because using this method; the teacher will not has to use any high-tech teaching aids. High-tech teaching products such as LCD (liquid crystal display) projector could be very bothersome sometimes. The tutor just must use the textbooks as the primary learning resource in the class room. Furthermore, in rural area, the high-tech teaching aids are seldom found there. Sometimes, the electricity resource is not enough for them. There are some places in rural areas that don't have drinking water and electricity resources. So, books will be the important resources in the class room. Besides that, the target terminology is translated in to the mom tongue. So, the rural area pupils can understand English well when what are translated. This is because many of them do not capable in understand and using British. They aren't subjected to this language given that they were little. If they entered school, they need to find out about this vocabulary as a second language plus they are very new to this words. Translation using the mom tongue is very needed for them. This can build their interest towards the language. Even though they find it hard learning British for the first time, as the time goes by the interest towards the English dialect will be developed. Since this technique is teacher-centred, the pupils can rely upon the teacher to learn British. They have nobody to teach them English at house compared to the pupils who live in the metropolitan area.

The other way is community words learning. This method is also called 'counselling-learning'. Quite simply, community dialect learning is based on the student-centred. The pupils will become autonomous learners. In this technique, teacher acts as the counsellor as the pupils as the clients. The pupils are asked to sit in a close group of six to ten persons. They have talk about anything they like and the instructor has to be outside the group. The pupils also have the opportunity to choose their own matter. They are given enough time to brainstorm the ideas. The most important thing is their discussion will be registered. Besides that, through the dialogue, the pupils can also talk using their mom tongue and the instructor will translate to them the actual phrases. At this point, the pupils are accountable for their own learning. They have to be more self-assured to have the conversation among the list of participants in the group. The saved dialogue will be shown to the pupils to be able to boost their capabilities in the English language. Despite the fact that this is student-centred methodology, the teacher performs a essential role in this technique. Teacher plays the role as he facilitator and guider for the pupils during their learning process. The second advantage is it will boost the pupils' speaking and tuning in skills. When the pupils use this method for the first time, they may feel somewhat of awkwardness during the conversation. If they are used to the method, the sensation of awkwardness will go away. They'll find this technique pleasurable and fun. This is because this issue is not specific by the instructor. The pupils have the freedom to choose the issue for themselves. Thus, their speaking and being attentive skills will be better. They'll be in a position to use the words without any be anxious. They are not reluctant to make mistakes when speaking. Because of this, they have got the confident in using the terms.

The other benefit of this method is 'encourage professors to see their students as 'whole' people, where their emotions, intellect, interpersonal interactions, defensive reactions, and desired to learn are addressed and balanced' (British Raven Educational Services 2007). This method is also a part of humanistic strategy in the vocabulary learning. It is because it can help the teacher to understand their pupils' thoughts or feelings. Once the teacher is able to understand the pupils' emotions, the teacher will be able to help them in their learning. It also encourages the instructor to learn more about their pupils. So, the educator is competent to fulfil the pupils' needs in their learning. The pupils' learning process will run smoothly. The last benefits could it be will improve the relationship between professor and pupils. Regarding to Joyce, Calhoun and Hopkins (2002), this model stresses the relationship between students and educators. The teacher will help the pupils to translate the phrases that the pupils produced in their mom tongue. This is because the pupils will seek for their teacher's help whenever they need the help. So, the tutor will always prepared to help the pupils outside the circle. The relationship between the teacher and pupils will become closer. It can also reduce the pupil's stress and anxiety while doing the conversation in the group. It is because they have the ability to build trust among themselves. They could support the other person during the talk. Educator can also help the pupils to triumph over their negative feeling towards British by turning them into positive energy to further their learning. Tutor can encourage the pupils to speak English. The professor can also reward the pupils when they manage to speak English through the conversation. This may motivate these to learn about British. In the course, teacher is responsible to correct the pupils when they make errors. Teacher should be able to comfort the pupils through the conversation. Then, the fear of learning English by the pupils will disappear slowly.

There are also down sides in this method. Firstly, this technique is frustrating. A lot of time is needed because of this method to be progressed successfully. The educator should become more patient when using this method. The teacher has to give additional time for the pupils on their learning process. Sometimes, the learning process will be delayed. In addition, not absolutely all pupils will be able to take part in the conversation at a time. Just a few pupils will be engaging. The teacher must follow enough time that has been allocated through the lesson. If the training process has delayed, the teacher must find some other time to continue with the treatment. If this method requires a whole lot of energy, the pupils will feel uninterested when they do not capable to find the language. This will likely lead to frustration to the pupils. Thus, they will lose the eye in learning English as the next language and tend to withdraw themselves from the conversation. Furthermore, it's very hard for the tutor to translate certain sentences for the pupils. This is because there are a few classes that have multiracial pupils. In addition they use different mom tongue language. So, the educator will find it hard for them. The teacher might not have the ability to understand every pupil in the category. There are also a few professors that are not really ready in using the English language. As they continue like this; it will also lead to disappointment to the instructors. The teacher might not be able to help the pupils in their British. So, in order for the tutor to be able to help the pupils, the educator should be fluent in the mom tongue language and also British.

Other than that, a few of the pupils do not have the assurance is speaking in British. So they may use a lot of mother tongue in the talk. This will not improve their English as second dialect. They are afraid to attempt to speak in British. They'll feel embarrass when their friends have fun at them if indeed they make faults. Some pupils may feel somewhat passive and can not volunteer to speak anything. This is because they need to rely upon themselves through the conversation. The instructor will serve as a facilitator and will monitor them during the conversation. They'll also feel embarrass when they listen to the registered tape. A number of the pupils might not exactly be able to speak fluently when they know that they are being recorded. They will lose the sensation of security learning English. Even though this technique is non-threatening, a few of the pupils could find this method threatening. This is when they are not capable to find the target language. They may have low self-esteem in using the vocabulary. The tendency to them not to speak in British during the dialog may be higher. It is because they need to be responsible for their own learning. They have to be based upon themselves and the other associates in the group. When they cannot speak using the prospective language, they have the feeling of annoyance in themselves.

This approach is pertinent to the extra institution and tertiary level education. This is because this is student-centred methodology. They should be able to be dependable towards their learning. They could take into account the thing that will benefit them. Employing this method in learning, the students can become autonomous learner. It is because the current Malaysian education system encourages the students to find their own way of learning. They should not depend on the lecturers that show them. They need to find other alternatives in their learning. So, employing this method, the students can achieve the aspiration of the existing education system. They'll also improve their speaking and tuning in skills. The order of learning a words is by learning tuning in and speaking skills first. If they are able to pay attention to teacher well, they'll be in a position to speak English well. Hence, they will have the confidence in using the target language all over the place.

In realization, both methods have their own benefits and drawbacks. It is determined by how it has been used in the school. In order to make this technique successful in the category, tutor and the supervision of the institution play an essential role.

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