Oxford Practice Grammar

The Inconveniences of Method of Grammar Translation (gtm) for a Country in the process of development Likes Bangladesh in this moment and His Solution

In the general academic context of educational English as a foreign language (EFL), the Grammar- the Method of Translation (GTM) is not supposed to be followed more although it had been practiced since a long time in the Teaching English Language (ELT) the context of Bangladesh the most probably since the introduction of the programs of the general education in the under continent deposited by the British imperial government during the rule of the British Worsens. The most recently, the Government of Bangladesh attributed the Talkative Language Teaching (CLT) the method in the general context of primary, secondary levels and secondary high of education to Bangladesh in the position of ELT presents by a program all nine for twelve years conceived by a group of learned ones of ELT and of attentive actively participated educators. The certain inconveniences of GTM are responsible of this frankly transition. Therefore, in this brief paper that I would like to try to discuss these first inconveniences and then the effectiveness to adopt the methods of CLT and the techniques to meet the problems excited by the GTM.

The Inconveniences of GTM in a Bangladeshi ELT Position:

Historically to speak, the GTM is the most traditional one of all the methods of position of teaching of foreign language or second everywhere in the world. As I mentioned earlier, this had been the crucial method in the position of ELT of the general educational context of Bangladesh. Before discussing its inconveniences let us allow us views that this had been as in a position of ELT of Bangladesh.

Of ordinary one, in a position of ELT of GTM, the delimiting objective of erudition of English was used to be the capacity to read and to understand the literature of the language target only. What the students learned were in fact the culture of English language presented only through the literature and the fine arts of the texts written prescribed. In a room of class of ELT of GTM, the students learned the English by the study predscriptive and deductive of the rules of English grammar followed by the application of these rules in the translation sentences isolated and the parties of the given texts of the first language (L1) students (that had been, of course, Bangla) to the language or to TL target (that had been, evidently, the English) and poured it vice. Precision, not the ease, was used to be given primitive importance. The vocabulary basically was used to be taught by the bilingual lists of words, by the references of bilingual dictionaries just like by the upright memorization of English words with their Bangla feels them and the supplementary explanations that maintain the evident one and frequents direct intervention of L1 as a whole that sign and learn the process. The reading and the writing were the two competences of basically converged language in this method. The text was used to be understood the very literature of prose, poetry, the grammar and the other written works. The long extracts of big writers were normal equipment. The professor had to depend on the lesson of the text predscriptives, the exercises and the activities completely and inflexible. The driving of the lesson had been completely oriented professor where the professor was the high principal speaker authorized class and them students was supposed to be the profitable passive one and silent of the data of language until the professor demanded their response or they asked the questions individually in the failure cases in the comprehension or the professor instructed them to go to the exercise process Collective. The success in the teaching had been supposed when the students were found to be able to produce the written grammatically precise executions of translations of the L1 to the L2 and the reversed including the written responses to the investigations of cultural social the news base on the texts furnish to the students as the language that learns from equipment.

Now, I would like to show the inconveniences of GTM in the context of present EFL of Bangladesh in the following terms:

· Teaching and Learn the Goal

· The Presentation of the Focal Text

· Teaching of Grammar

· Returning Etudiants able Competences

· Role of the Professor

· Role of the Etudiants

· The Presentation of the Lesson

· The Driving of Activities

· Etudiants Go out

The delimiting goal of English of teaching and erudition as a foreign language in the present general context of education is at Bangladesh the communication by oral and

The written productions in the English with the comprehension of his reading and his spoken speech. Nevertheless, the goal of GTM does not return capable them students to communicate by the oral and written productions in the TL, that is here, the English. His delimiting goal rebounds in the limits of is put to the current with the culture of the TL by the literature that does not present the authentic characteristics of the culture and the language target rather presents the whole time an artificial simulation of his perfection. Of there, in this era of global communication, the goal of erudition of English should be spread since the written grammatically precise productions of compositions and since the translations to the multi-to oral communication dimensions in the multi-to positions facets.

The focal text of the GTM had been a kind different literary compilation (the prose, poetry, the fiction etc.), a picture of detail of deductive grammatical rules followed by the exercises of translations and the grammatical productions, that demanded extreme grammatical precision. These had been so insufficient to attain talkative competence of the students for only the written productions had been underlined to follow the instructions of the text with additional practices to read and to listen competences not on competences speaking.

The deductive approach of grammar of the method of previously existing GTM had been meticulous and detailed only to be produced in the examinations where the students were used to be instructed to resolve the grammatical problems and to translate of L1 to L2 and poured it vice of the isolated sentences or of chosen composition. Again, such problem redsolutiant try all were centered to the written executions, not to the to speak, listen and read competence the acquisition of which is necessary to have a compact talkative competence.

The ultimate exit of the GTM in the position of ELT had been proved unsatisfactory absolutely. The total process of ELT of GTM could not take advantage the students the competent users of attaining English talkatively competence equals in to read, the writing, speaking and listen competences. In the cases of professional and of other talkative reason most of the students having been learned the English in GTM does not communicate with success result from to forget it immediate of the grammatical rules dedductifment memorize to right after the pass of the examinations.

The role of the professor had been absolute authorized in the method of GTM. Such a authority of oriented professor that is used to do the students completely depending on the professors and lacking in the practice to talk about the to the competences that result the students to be mute during their talkative spoken production.

The role of the students in the general GTM in the position of ELT of Bangladesh had been at all passive and a type of idle one. They were supposed to remain silent during the instruction of the lesson and should be active in a limited manner only during the written production of grammatical problem that redsout of the tasks and translations when they were used to be instructed to do if. Such inactivity during the time maximum of the lesson was used to do the incompetent students in the communication in the English.

The professors presented the lesson in the manners lectures based. As it already is mentioned, the participation of the students was very limited during the lesson. They obtained a participation occasion while asking directly the professors only when they did not understand certain things. The more the class had been found silent the more the professor was satisfied of having been directed a successful class. Examine discussions just like the typical other of activities of cooperation of peer had been moved away beyond hopes. Thus, a gap between the students and the professors and the also gaps at the level of competence and the competence among the peers were used of which to be created the professors and them students remained unconscious during the driving of the lesson.

The production of the students in the position of ELT under GTM was used to be oriented examination. Of more, the examinations all were used to be written to try only how skillfully the students had learned to translate of L1 to L2 or of L2 to L1 and how precisely they should resolve the grammatical problems of the isolated sentences. Indeed, such examples of linguistic production are practically insufficient for talkative competence of a foreigner/second language where an integration of the four competences (reading, the writing, listening and speak) is the rudiment.

CLT To Meet the Problems of GTM

If the GTM is the most traditional one of all the approach teaching of ESL/EFL, CLT is the last world-wide the one. The goal of him uses the language target or the TL (here, it is English) talkatively with the integration of the four basic linguistic competences of

The reading, the writing, listening and speak. Therefore, the objective of every instruction of this approach is talkative competence in the TL. The activities of him are meant to establish an interactive connection between the users of the TL and the phenomenon that they belong to the right currently of their usage of TL using the fact process strategically of direction just like of negotiation of direction. In the report, it is the method of teaching of SL/FL that understands all the effective techniques of the methods of all the approaches never proposed to render capable the effective communicators as for the students of the TL.

In View the inconveniences of GTM, that I already mentioned, the techniques of CLT and the activities seem be the step more effective of implementation in the context of current ELT of Bangladesh for a number of reasons:

While the goal of GTM only had been delimited in to have the students put to the current with the culture and the fine arts of the TL, stretched CLT to do the students able to communicate in the TL with the integration of four competences of basic language to read, the writing, listening and speak.

While the manual of GTM had been the different literary kind compilation and the vast deductive rules of grammar to be translated and be resolved as the pieces syntaxiques isolated, the book of text of CLT is supposed to contain literary kinds not only of the different but so authentic, factual and realistic samples of speech of TL with the exercises of based context of pertinent inductive grammar and various to listen, Speak, the try to read and writing and Activities.

While in GTM, the grammar had been taught dedductifment to underline on the meticulous rules and the grammatical production of the students was used to be considered base on the problem redsolutiant try the isolated sentences, in CLT, only the essential grammatical elements are taught by the tasks and the inductive activities based contexts that does not underline on meticulous precision but on the linguistic general direction negotiation.

While in the GTM, the students were counted to produce the written executions of grammar and the translation, in the CLT that the students must practice receptive competences to read and the writing just like productive competences of writings and speaking simultaneously almost for the whole lesson.

While in the GTM, the role of the professor had been to provide authorized to the students the next to zero occasion to have an interactive participation during the lesson, the CLT furnishes a professor for the students that are the facilitator that opens all the doors of interactive communication between the professor and them students and if among the students during the lesson.

While the students should be passive and silent during the lesson of GTM, the students including the one the shiest one are imperative to participate actively in the various tasks and the various activities during the lesson.

While in the GTM the lesson were the oriented lecture, in the CLT the lesson is oriented action. Thus, in GTM, only there had been isolated grammatical written and problem redsolutiant the tasks and the translation activities individually to be done by the students and in CLT, the activities as the pairs works, the works of group works just like collective besides the individual executions are to be directed in almost every lesson that guarantees the integration of four competences of major language.

While in the GTM the production of the students only was foreseen in their written executions in their examinations, the production of the students in CLT is beyond foreseen threshold of the examinations. This is to be posted in the true positions of life to use the reading, the writing, listening and to talk about the competences of the TL as much of compedtemment and talkatively as the students are able.

A Project of Implementation of CLT:

On the first one of April 1998 with the objective to improve the quality of ELT by the approach CLT in the general academic levels of primary, secondary levels and secondary high of Bangladesh the Project of Improvement of Teaching of English Language (ELTIP) had been established. Finally, in the academic years of 2001 and 2002 ELTIP (jointly subsidized by the Government of Bangladesh and the DFID of Government of United Kingdom) produced two new manuals for the secondary positions of high and secondary ELT.

These two new manuals are:

1. The English For Today FOR the Classes 11-12

2. The English For Today FOR the Classes 9-10

The producers and defender of them the books claim that these new manuals are the reflections of "Up-to-date" program ELT following the techniques and the activities of the method of CLT for the bengladeshi students of secondary and secondary high levels conceived to reply to the needs of the and the needs of bengladeshi students of English as they transfer to the twenty-one centuries' (the Guide of the Professor for the English For Today for Classes 11-12; I p-je). A team of writers was induced to write these manuals in the United Kingdom under ELTIP. Having been induced for more than one and a half year, the respective team had produced at last these two manuals. The composite procedure, the process and the evaluation of the manuscripts had been executed by some consultant national one and deported ELTIP in the cooperation with the National Program and of Exemplary Counsel (NTCB). The basic basic director of these manuals is the "communication", that 'learns the language while practicing it in fact by the four competences of principal language to speak, to listen, to read and the writing of ordinary one in an interactive method' (the English For Today for Classes 11-12; I p-je). Therefore, they the present programs of program multi-to dimensions for the secondary positions of ELT more secondary higher Counsel of Education authorized by the Government of Bangladesh that has the integration everything included of themes/subject various, the functions, competences and the grammatical structures in every lesson of the books. Here, I enclosed the photocopies (as some samples of equipment of CLT) cards of book of two unities of The English For Today for Classes 9- 10 and two unities of The English For Today for Classes 11-12 respectively with the lesson 4 of unity 1, the lesson 2 of unity 2, the lesson 3 of unity 7 and lesson 2 of unity 19 of the The English For Today for Classes 11-12 including their corresponding lesson plans proposed by the Guide professor for the English For Today for Classes11-12 (TG) For the professors of ELT of higher secondary level.

Until the introduction of the program of proposed CLT, the professors of high school of the highest secondary level of education under NCTB had been used to Bangladesh to treat a literature collection by the teaching those in the GTM. Therefore, it is naturally probable that they have the small experience and the small knowledge to teach language competences under the light of the completely new one approach CLT. ELTIP, in the association with the British Counsel published the TG for the highest secondary English professors to facilitate to use them the new manual in an efficiently talkative manner. It offers a compact packet of tools of CLT that furnishes 'the reasoning for the tasks and the activities' (TG: p-1); 'a detailed suggestion of techniques that can be employed in the class' (TG: p-1); suggestions for the professors 'to plan their lesson forward' ((TG: p-1) and 'to conceive interesting manners of teaching of room of class' (TG; p-1) that would be appealing and pleasant for the students; the responses of sample openings finished; suggestions 'to frame the test items In the new format of the program of NCTB' (TG: p-1) and evaluate the competences of language of "studying" during the class activities' (TG: p-1).The productive of complaint of TG that the book 'if used can play judiciously an important role in the development of Professor and inducing' (TG; p-1).

The students of the academic meeting of 2001-2003 having been passed the O'CLOCK. THE S. the examination of C in the academic year of 2004 is the first one higher secondary fournede of the position of ELT of CLT of the Counsel of Education of Government of Bangladesh. The new manuals of CLT also are followed in all the classes of the of primary and secondary levels the Counsel of Education of Bangladesh. ELTIP, BRAC and UKBET (United Kingdom and the Confidence of Education of Bangladesh) ran several programs of formation for the secondary English professors to direct the effective classes of CLT (Billah, 2005). Therefore, the beginning of the implementation of the CLT with a project of implementation of well thought one in the context of ELT of Bangladesh has in a manner that arrived to meet the problems of GTM in the context of ELT of Bangladesh. Now, this is the time to examine how pragmatically it is applied in the context of ELT of Bangladesh.

References:

1. Billah, MD. Mr. "THE teaching English by the English Means". The New Nation.

Online. November 20 2005.

2. The chestnut, D.H. The teaching by the Principles: An Interactive Approach to Language

Teaching skills. Longman: New York, 2001.

3. Dr. Shahidullah, Mr., Islam. J., Majid, I. A. N. and Haque, Mr. THE S. THE English For Today for

Classify 11-12.Dhaka.NCTB, 2001.

4. Dr. Shahidullah,M.,Islam,J., Majid, I. UN.N. and Haque, Mr. THE S. Guide professor for

The English For Today For Cassettes 11-12.Dhaka.ELTIP, 2001.

5. Larsen-freeman, d. The techniques and Principles of Teaching of Language. Oxford: Oxford

The university Press, 1981.

6. Shahzadi,N.,Rabbani,F.,Tasmin,S. The English For today for the Classes 9-10.Dhaka.NCTB,

2002.