A CONTRASTIVE STUDY OF GRAMMAR TRANSLATION

METHOD AND DIRECT METHOD IN TEACHING OF ENGLISH

LANGUAGE AT THE SECONARY LEVEL IN THE DISTRICT OF

VEHARI

INTRODUCTION

English language teaching and learning has been and still is an extraordinary subject of

exchange among approach producers, language educators and analysts in Pakistan. Language

learners carry with them an envisioned group in which they need to contribute some portion of

their character. Capacity to learn and ability to utilize a lanuage may rely on upon what sort of

group they take up with it.

In the present scene of the world, English is not the language of the English. It is

presently talked and comprehended all through the world. Boundaries of race, shading and

doctrine are no impediment to the proceeding with spread of the utilization of English from its

position 400 years prior as a vernacular, minimal known past the Southern areas of England;

English has developed to its present status as the significant world language.

In Pakistan the learners of English are expanding tremendously. There is a substantial

number of organizations those give better offices during the time spent instructing and learning

English. The learning of English is fundamental, whatever the fate of English might be in

Pakistan, and it will keep up the gigantic helpfulness as a library language. The disappointment

1
rates in English in Pakistan at each level are extremely disturbing. At all levels numerous

understudies surrender their studies in light of English. As Gillani (2004, p: 5) brought up

towards this circumstance, The high disappointment rates at registration. In showing learning

process, showing system assumes a key part. There are diverse showing strategies for instructing

distinctive subjects. As indicated by the nature of a language diverse showing techniques and

methodologies are utilized to educate about language and to elucidate the idea.

BACKGROUND OF THE STUDY

The immediate strategy was a finished take off from the linguistic use interpretation

technique. This technique goes back to 1884 when the German researcher and psychologist F.

Frankle gave a hypothetical justification for the strategy by expounding on the immediate

relationship amongst structures and significance in the objective language. It is likewise in view

of the work of Gouin, who in the 1880s watched youngsters learning languae in regular settings.

In the second half of the nineteenth century polemics concerning the educating of a

remote language brought forth the Reform Movement, which involved thoughts of changing the

old-educational systems.

The educating of English as a second language spoke to a fundamental stimulus. In the

most recent many years of the nineteenth century as an outcome of financial issues in Europe

more individuals attempted to discover method for living in the USA, Australia and Canada yet

particularly in the United States of America. Normally millions needed to learn English rapidly

and in the meantime effectively, as a method for correspondence in the new picked nation. As

the old techniques were not palatable any longer the issue of improving the educating of

2
language turned out to be very critical. The bland term of Direct Method got to be known and the

supporters of this strategy focused on the significance of getting the talked language.

Harold.E.Palmer the surely understand language specialist must be specified, as his way to deal

with showing English is one of a kind. He pinpointed that linguistic use is not the most ideal

approach to instruct a language. His organized lessons and discussions were called "oral

technique". In his classes he taught English language through oral activities. He considered that

the perusing material given in class ought to comprise of discoursed and related writings. Every

one of the portrayals and accounts ought to be simple and normal likewise intriguing.

Meanwhile, hunting down new ways proceeded. Polemics concerning the educating of

outside the language ran as one with changing the old educational systems. In classes first

language started to be avoided completely when educating of English. The origination that

mirroring the sounds and expressing the words and sentences as they are heard got to be

significantly more vital. A technique that utilized no intercession of the primary language took

ground. For this situation as the primary language was totally avoided from educating, no

interpretation was utilized. The importance of words was clarified utilizing direct instinct,

representation through drawings, pictures that were connected with the outside word. Unique

thoughts were clarified by rewording, by equivalent words or antonyms or just by reasoning the

importance from the content. Right elocution was critical and linguistic use guidelines were

optional. Sentence structure was accomplished by practice. The understudies were given

messages and not detached sentences to demonstrate certain syntactic guidelines. As right on

time as 1878 an immediate strategy was connected by M.D. Berlitz and in the twentieth century

the strategy was presented in numerous schools. Nonetheless, utilizing this strategy did not to

begin with, familiarize understudies to independent work and in the meantime the importance of

3
the words taught along these lines of direct technique was not generally caught on. The

immediate strategy showed up under a few names, for example, change technique, new strategy,

and oral technique.

JUSTIFICATION OF THE STUDY

Direct technique educators much of the time started a language course with an early on

period amid which understudies were taught the new solid framework. An immediate strategy

class furnished an unmistakable appear differently in relation to the common linguistic use

interpretation classes. The course started whit the learning of the outside words and expressions

for items and activities in the classroom. The immediate strategy gave an energizing and

intriguing method for taking in the outside language through movement. It turned out to be

fruitful in discharging understudies from the restraint very regularly connected with talking a

remote tongue, especially at the early stages. Its primary abandon in any case, was that it dove

the understudy into conveying everything that needs to be conveyed too early in the outside

language in a generally unstructured circumstance, with the outcome that he had a tendency to

build up a talkative yet wrong familiarity, attire local language structures in remote vocabulary.

The immediate technique, at times additionally called normal strategy, is a strategy that abstains

from utilizing the learners' local language and just uses the objective language.

It was built up in Germany and France around 1900. The immediate strategy works on

second language learning must be an impersonation of first language learning, as this is the

4
characteristic way people take in any language never depends on another language to take in its

first language, and accordingly the native language is not important to take in a remote language.

This technique places incredible weight on right elocution and the objective language from start.

It advocates educating of oral aptitudes to the detriment of each customary point of language

instructing.

As indicated by this strategy, printed language and content must be avoided second

language learner for whatever length of time that conceivable, pretty much as a first language

learner does not utilize printed word until he has great handle of discourse.

A noteworthy imperfection of the DM is the way that its approach has changed through

decades and hence makes it vague of what parts the strategy comprises in, aside from the basic

relationship that one totally depends on the TL for language educating. For instance, hypothesis

behind the DM has started totally from showing English as a second language, as hypothesis on

different languages and in addition outside language instructing is still rather thin. The thoughts

being delivered in the future are viewed as general be that as it may, i.e. likewise relating to other

languages separated from English and both second and outside language educating. Be that as it

may, this may not generally be the situation, as e.g. second language educating is in many

societies diverse from outside language instructing. This issue will be examined all the more

completely in the conclusion.

One imperative fundamental thought in the DM which significance has been underscored

all through decades is the real trick that taking in a language is an inherent capacity and in this

way presentation to another language would consequently trigger a procedure in the learner

prompting a syntactic framework being made for this language. Thusly, a language learner

5
would for the most part just need presentation to this language for language figuring out how to

occur. This methodology has been alluded to as the "nativist" methodology. A nativist

hypothesis of second language acquisition (in the future SLA) concerning language presentation

which has affected language instructing was delivered by Stephen.

These two strategies are implemented in the distinctive regions of Pakistan. The

fundamental point of my study is to test which technique is more powerful in the educating of

English in the EFL classroom.

PURPOSE OF THE STUDY

The Direct Method will enable students to understand the language which will help them

to use the language with ease; moreover, as L1 is not allowed students learn the language

through demonstration and conversation which will lead them to acquire fluency.

The Direct Method has been useful in that it provided an exciting and interesting way of

learning the foreign language through activity. It proved to be successful in releasing students

from the inhibitions all too often associated with speaking a foreign tongue, particularly at the

early stages.

RESEARCH QUESTIONS

1. Which method is being used in the classroom at secondary level District Vehari?

2. Which Method is problematic for the students of the classroom at secondary

level?

3. Which method is more successful in the classroom at secondary level?

6
 4. What is perception of the students and teachers about these methods?

5. Do suggest some measures to improve the methodology of one of these methods?

LITERATURE REVIEW

There is a universal fact that language is best learnt when students actively use it in the

classroom. The Direct Method, which is also known as natural method or conversational method,

has been popular since it makes students to communicate in the foreign language. The Direct

Method through concentrating on everyday language, and using questions and answers lays

stresses on teaching oral language. The primary pupose of this method is associate meaning and

the target language directly through the use of realia, pictures or pantomime (Larsen Freeman,

1986, p.29).

Rivers summarizes the characteristics of the Direct Method as students learn to

understand a language by listening to a great deal of it and that they learn to speak it by speaking

it- associating speech with appropriate action (Rivers, 1968, s.18).

Proponents of the Direct Method are of the opinion that 'language consists - except for

lexicographers - not of words, but of sentences (Vietor 1882, s.4) which will enable the students

to learn speech earlier. In the Direct Method language is learnt for communication, as Larsen-

Freeman (2000) states language is primarily speech. Classroom instruction and classroom

activities are carried out in the target language; therefore, students are actively involved in using

the target language. Conversational activities hold an important place in this method. Through

7
using language in real contexts, students stand a better chance of thinking, and speaking in the

target language. Similarly, Stern points out that the Direct Method is characterized by the use of

the target language as a means of instruction and communication in the language classroom, and

by the avoidance of the use of the first language and of translation as a technique (Stern, 1983).

Similarly, Richardson through explaining the learning process in the Direct Method

stresses the role of teachers as they all insisted on the primacy of phonetics as a basis for

language teaching; on the importance of oral practice and the necessity for making the reader the

Centre of instruction; on the principle of direct association between the thing referred to and the

new word in the foreign language; on the teaching of grammar by inductive methods, and of the

avoidance of the written or printed word until the pupil's pronunciation was so sound that it

would not be influenced by seeing how the words were spelt, (1983, s.38)

The Direct Method received strong criticism in that it required teachers speak with a

native-like fluency (Richards and Rodgers, 2007). Because the success of this method depends

on the competence of the teachers, students will not have a good opportunity to develop their

language skills unless this native-like proficiency is obtained by the teachers. As the professors

of the Pennsylvania State University state a successful teacher of the Direct Method needs

competence in his language, stamina, energy, imagination, ability and time to create own

materials and courses, immense vitality, robust health, real fluency in the modern language he

teaches. He must be resourceful in the way of gesture and tricks of facial expression, be proof

against linguistic fatigue in the language teaching day and be able to sketch rapidly on the

board. (Duchkov: 2006).

8
 RESEARCH METHODOLOGY

In this research there will be involvement of both methods such as qualitative and

quantitative methods. Quantitative research will involve data collection procedure that will be

the numerical data which will be then analyzed primarily by statistical methods because one of

the main characteristics of Quantitative analysis is the use of numbers. While qualitative methods

involve open -ended questions and its data will be analyzed by non-statistical methods.

DATA COLLECTION TOOLS

Data collection tools will be the pre- test and post- test. On the basis of these test

effectiveness of Direct method and Grammar Translation method will be analyzed.

Questionnaire and open ended question will also be included in it to analyze the data.

LIMITATION OF THE STUDY

My area of study will be the schools of district of Vehari both Goverment and Private at

secondary level.

ORGANISATION OF THE THESIS

The arrangement of the chapters in my thesis is given below,

CHAPTER NO.1 Introduction

1.1 Background of the Study

1.2 Significance of the Study

1.3 Purpose of the Study

9
 1.4 Research Questions

1.5 Organization of thesis

CHAPTER NO. 2 Literature Review

CHAPTER NO. 3 Research Methodology

3.1 Qualitative Research

3.2 Quantitative Research

3.3 Strategy and Participants

3.4 Instrumentation

3.5 Data collection

CHAPTER NO. 4 Data Analysis

CHAPTER NO. 5 Findings, Conclusion, Suggestions and Recommendation

REFERENCES

10
 REFRENCES

Allwright, Richard (1979): Language Learning Through Communication Practice. In C. J.

Brumfit and K. Johnson, The Communicative Approach to Language Teaching, 167-182.

London: Oxford University.

Austad, Bente Irene (2009): Grammar in English Teaching: An evaluation of different English

textbooks and English teachers attitudes. Master thesis. Oslo: The University of Oslo,

Department of Teacher Education and School Development.

Burner, Tony (2005): A Study of the Teaching and Learning of English Grammar with Special

Reference to the Foundation Course in the Norwegian Senior High School. Master thesis.

Oslo: The University of Oslo, Department of British and American

Canale, Michael (1983): From communicative competence to communicative language

pedagogy. Paper in Applied Linguistics and Language Study. P1-27. London: Longman.

Dirven, R. (1990): Pedagogical Grammar. Language Teaching. The International Abstracting

Journal for Language Teachers and Applied Linguists, 23:1, 1-18.

Ellis, Rod and Barkhuizen, Gary (2005): Analysing learner language. Oxford University

11
Farrell, Thomas S.C. (2005): Conceptions of Grammar Teaching: A case study of Teachers

Beliefs and Classroom Practices. In the Electronic Journal for English as a Second

Language, Volume 9, Number 2, September 2005.

Feez, S (1998): Text-Based Syllabus Design. Sydney: National Centre for English Teaching and

Research.

Halliday, M. A. K. (1975): Learning How to Mean: Explorations in the development of

Language. London: Edward Arnold.

Hestnes, Hge. (2009): Education and Teaching in China. NTNU, Program for Teacher

Education.

Hymes, D. H. (1971): On Communicative Competence. Philadelphphia: University of

Pennsylvanian.

Hymes, D. H. (1972): On Communicative Competence. In J. B. Pride and J. Holmes (eds.),

Sociolinguistics. Harmondsworth: Penguin. 269-293.

Johnson, K. and Morrow, K. (1981): Communication in the Classroom: Application and

Methods for a Communicative Approach. Harlow: Longman

Mella, Arne (1998): On the Role of Grammar in English Language Teaching. Master thesis.

Oslo: The University of Oslo, Department of British and American Studies.

Nunan, D (1989): Designing Task for the Communication Classroom. New York: Cambridge

University Press.

12
Paulston, Christina Bratt and Bruder, Mary Newton (1976): Teaching English as a second

language: techniques and procedures. Cambridge, Massachusetts.

Richards, Jack C. and Rodgers, Theodore S. (2001): Approaches and Methods in Language

Teaching. Cambridge: Cambridge University Press.

13