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Fill-in-the-blanks

Students are given a series of sentences with words missing. They fill in the blanks with new
vocabulary items or with items of a particular gram-mar type, such as prepositions or verbs with
different tenses. Goal: Helps practice grammar or retain the meaning of particular vocabulary.

Example :
Use the following vocabulary relating to boats to fill in the blanks:
riggings, oar, anchor, schooner
The ship arrived in the harbor and the crew got ready to cast _________ . They all decided it was
better to use the _________ to keep the boat from wandering too far off. Not far from here,
another boat was calmly sailing along the shore, fortunately there was enough wind to spare the
use of _________ .
Memorization
Students are given lists of target language vocabulary words and their native language
equivalents and are asked to memorize them. Students are also required to memorize
grammatical rules and grammatical para-digms such as verb conjugations. Goal: A good mental
exercise and students retain grammatical rules.

Cognates

Students are taught to recognize cognates by learning the spelling or sound patterns that
correspond between the languages. Students are also asked to memorize words that look like
cognates but have meanings in the target language that are different from those in the native
language. This technique, of course, would only be useful in languages that share cognates.

(i.e., theatre-tiyatro) and “false cognates” (i.e., apartment-apartman).

Goal: Facilitate learning by demonstrating the similarities between the two languages.

Deductive application of rule

The deductive method of teaching grammar is an approach that focuses on instruction before
practice. A teacher gives students an in-depth explanation of a grammatical concept before they
encounter the same grammatical concept in their own writing. After the lesson, students are expected
to practice what they have just been shown in a mechanical way, through worksheets and exercises.
This type of teaching, though common, has many people—including teachers—rethinking such
methods, as more post-secondary level students are revealing sub-par literacy skills in adulthood. As
one former teacher states, deductive teaching methods drive many students away from writing
because of the tediousness of rote learning and teacher-centered approaches. Goal: The learners
acquire the structure of the target language. Using the rule helps stimulate their deductive skills and
makes them use it automatically.

Reference : http://unt.unice.fr/uoh/learn_teach_FL/docs/1grammartransCOG.pdf
Techniques and Principles in language teaching
http://didacticadelalenguaextranjeraiuda.blogspot.co.id/2012/04/unit-2-grammar-translation-
method-gtm.html

Tambahan :
Grammar Translation dominated European and foreign language teaching from the 1840s to the
1940s, and in modified form it continues to be widely used in some parts of the world today. At its
best, as Howatt (1984) points out, it was not necessarily the horror that its critics depicted it as. Its
worst excesses were introduced by those who wanted to demonstrate that the study of French or
German was no less rigorous than the study of classical languages. This resulted in the type of
Grammar-Translation courses remembered with distaste by thousands of school learners, for
whom foreign language learning meant a tedious experience of memorizing endless lists of
unusable grammar rules and vocabulary and attempting to produce perfect translations of stilted
or literary prose. Although the Grammar-Translation Method often creates frustration for
students, it makes few demands on teachers. It is still used in situations where understanding
literary texts is the primary focus of foreign language study and there is little need for a speaking
knowledge of thelanguage. Contemporary texts for the teaching of foreign languages at college
level often reflect Grammar-Translation principles. These texts are frequently the products of
people trained in literature rather than in language teaching or applied linguistics.
Consequently, though it may be true to say that the Grammar-Translation Method i s
s ti ll widely practiced, it has no advocates. It is a method for which there is no
theory. There is no literature that offers a rationale or justification for it or that attempts to
relate it to issues in linguistics, psychology, or educational theory.