Translation-Cum-Grammar Method
This method is also known as classical method. It is the oldest method and came in India with the Britishers. In this method, the words, phrases, idioms and sentences are taught with the help of examples in the mother tongue. The sentences in English and mother tongue were compared side by side. Theory of language is interpreted in detail, but there was very little practice given on the use of language. This method has no psychological base but has two philosophical bases, viz,:
1. A foreign language can be easily learnt through translation.
2. Grammar is the soul of language.
Thompson and Wyatt say that this method is based on the sound principles:
1. Translation interprets foreign phraseology best.
2. In the process of interpretation, the foreign phraseology assimilated and
3. The structure for a foreign language is best learnt when compared and contrasted with that of the mother-tongue.
Characteristics of Translation-cum-Grammar Method
Characteristics of this method are as follows:
i) The unit of teaching is word and not sentence.
(ii) Text books occupy an important place in this method.
(iii) Mother tongue dominates or is used for explaining the meaning of English words, sentences and grammatical rules.
(iv) Translation of paragraphs from mother tongue into English and vice versa is given to the students for practice.
(v) Grammar is taught by deductive method, i.e., the teacher explains the rules of grammar and the students memorise it by rote method.
(vi) Stress is laid on reading and writing.
(vii) During the process of translation and grammar method, the structures of English language can be learnt easily. This is because of linguistic materials presented for study.
Procedure
There are two kinds of translation method, i.e., (1) Translation from English into mother tongue. (2) Translation from mother tongue into English. In this method, the text book occupies an important place as it has all reading materials.
Following steps are involved in this method:
Step I. The teacher selects the passages of English in accordance with the intellectual level of the students and makes ideal reading of the passage. The he begins the lesson with the vocabulary items. The meanings of the words an explained in the mother-tongue to the learner.
Step II. The teacher translates the passage with the help of mother tongue.
Step III. The teacher explains the grammar items in the mother tongue.
Step IV. The learners are asked to copy the grammar rules in their note books. This is followed by exercises based on grammatical items. The learner may also be asked to translate into foreign language sentences from the mother tongue by using grammatical items already learnt.
Step V. Finally the unfinished exercises and learning of rules are given as assignment.
Thus, this method starts with the meaning of words and then explains the meaning of phrases and sentences.
Merits (Advantages) of this Method.
Translation-cum-Grammar method has following merits:
(i) This method is economical at it saves time and energy of the teacher to teach a foreign language.
(ii) It enhances students vocabulary.
(iii) This method is based on the principles of psychology as it is based in Appreciative theory'. This theory states, "Learning connect old and new ideas."
(iv) This method gives inspiration for independent study.
(v) It helps in better and clear understanding of words, phrases and idioms which can be translated into mother-tongue. Thus, it enables in better understanding of a foreign language.
(vi) It follows the maxim "proceed from known to unknown." As the child is already familiar with his mother tongue, he can easily comprehend in English.
(vii) It enables the students to write correct English by telling the rules of grammar first.
(viii) This method is convenient for Indian teachers because they are not required to use material aid while teaching.
(ix) It is effective method and can be used in over crowded classes.
(x) English grammar is easily learnt through comparative process. answer in mother tongue.
Demerits (Limitations) of this Method.
Some of the demerits of Translation-cum-Grammar method are as following:
1. This method does not give emphasis on speaking, reading and writing aspects.
2. It does not teach correct articulation, intonation, and pronunciation.
3. There are some words, idioms and phrases in English, which reflect the culture, traditions and customs of English people. They cannot be translated into mother-tongue without losing the word correct effect.
4. English language has some such structures which cannot be translated into Indian languages, e. g. "the".
5. Sometimes the literal translation becomes e. g. was thinking-Mai tha soch raha. Sweet' opines, 'Only a limited number of sentences can be taught by this method."
6. It lays much emphasis on grammar, so teaching becomes monotonous.
7. This method does not establish harmony between thought and expression.
8. This method disregards the maxim of "proceeding from whole to part method" as in this method the unit of teaching is word (put) and not the sentence (whole).
9. It neglects silent reading by the pupils.
10. This method is dull and uninteresting for the students who remain passive listeners.
Suggestions for Improvement
The shortcoming of this method can be lightened if the following suggestions are followed:
(1) Large clauses should be divided into small groups.
(2) Questions should be distributed equally in the class.
(3) Teachers should speak with correct pronunciation and grammatically correct sentences.
(4) Teachers should stress those points at which Indian vernaculars use differ from English.
(5) Students should be asked to do much written work.
(6) Chorus work, for instance, singing poems should be done.
