Reconciling Communicative
Approaches to the GrammarTranslation Methods
Rao Zhenhui (Professor PhD)
Speech outline
• Development of the Grammar-Translation
Method (G-T)
• Characteristics of the G-T
• Development of Communicative Approaches
(C-A)
• Characteristics of the C-A
• Comparison between the G-T Method and C-A
Approaches
Speech outline
• Traditional Chinese Education
• Effect of Traditional Chinese Education on
EFL Teaching
• Reasons for Using C-A in the Chinese Context
• Some Unsatisfactory Results and Obstacles in
Using C-A in China
• How to Reconcile C-A to the G-T
• A Sample Unit Integrating C-A with G-T in
Reading Classes
Development of the GrammarTranslation Method
•
The 16th century — the 1840s
•
The 1840s — the 1940s
•
The 1940s —
Characteristics of the GrammarTranslation Method
• Classes are taught in the mother tongue.
• Vocabulary is taught through bilingual word
list.
• Sentences are the basic units of teaching.
• Reading and writing are the focus, with little
attention to speaking or listening.
• Grammar is taught deductively.
• Accuracy is emphasized
Development of Communicative
Approaches
Background
1. Chomsky’s generative-transformational
grammar theory
2. British applied linguistics’ (Wilkins, Halliday,
Widdowson, Candlin, Christopher Brumfit,
Keith Johnson) emphasis on function of
language
3. Rapid application of these ideas by textbook
writers
Development of Communicative
Approaches
4. Rapid acceptance of these new ideas by
British language teaching specialists,
curriculum development centers, and even
government
5. Changing educational realities in Europe
Characteristics of the
Communicative Approaches
• Student-centered
• Emphasis on meaning and function rather than
on language forms
• Emphasis on communicative competence
• Using English to learn it (strong version.) /
Learning to use English (weak version).
• Avoiding using the mother tongue
Comparison between the G-T Method
and C-A Approaches
G-T: Attention to form and structure
C-A: Attention to Meaning and communication
G-T: Emphasis on memorization
C-A: Emphasis on using
G-T: Teaching without contextualization
C-A: Teaching within contextualization
Comparison between the G-T Method
and C-A Approaches
G-T: Excessive emphasis on grammatical rules
C-A: Avoiding providing explicit grammar rules
G-T: Excessive emphasis on translation
C-A: Avoiding using translation
G-T: Emphasis on reading and writing
C-A: Emphasis on listening and speaking
Comparison between the G-T Method
and C-A Approaches
G-T: Focus on linguistic competence
C-A: Focus on communicative competence
G-T: Emphasis on accuracy
C-A: Emphasis on fluency
G-T: Extensive use of pattern drills
C-A: Peripheral use of drilling
Comparison between the G-T Method
and C-A Approaches
G-T: Extensive use of mother tongue
C-A: Avoiding using mother tongue
G-T: Teacher-centered
C-A: Student-centered
Traditional Chinese Education
What does learning mean?
• It is always useful to open a book(开卷有益）.
• When the time comes to use you knowledge,
you will regret how little you have read（书到
用时方恨少）.
Traditional Chinese Education
What is correct way of learning?
• Learning without thought brings ensnarement.
Though without learning totters.(学而不思则
罔，思而不学则殆。）
• Say yes, when you know; say no when you
don’t.(知之为知之，不知为不知，是知也。）
Traditional Chinese Education
What are the requirements of a teacher?
• Being a model for people to follow.(为人师表）
• Passing on knowledge.
• Showing students through the door.
Traditional Chinese Education
Why is review so important?
• By reviewing the old, one learns the new.(温故
而知新。）
• When one can memorize 300 Tang poems, he
is sure to be able to compose poems of his own
even though he is not a poet.
Effect of Traditional Chinese
Education on EFL Teaching
• Concentration on intensive reading.
• Use of memorization and rote learning.
• Meticulous emphasis on linguistic details and
lack of attention to communicative skills.
• Use of translation as a teaching and learning
strategy.
• Teacher’s authority and students’ passive role.
Reasons for Using C-A
in the Chinese Context?
• The goal of EFL teaching is to develop
communicative competence (Hymes, 1972).
• Activities involving authentic communication
promotes learning (Allright, 1984).
• The process of communication is a learning
process (Allright, 1984).
Reasons for Using C-A
in the Chinese Context?
• Involving students to learn is effective (Stevick,
1976).
• Meaningful interaction is of crucial importance
for language learning (Pica, 1987).
Some Unsatisfactory Results
from Using C-A
•
•
•
•
Regarding C-A as ridiculous and inappropriate;
Refusing to sit in a circle and speak English;
Regarding playing games as entertainment;
Preferring to attend lectures on intensive
reading and grammar and take conventional
exams.
Obstacles in Applying C-A in China
• Higher demand placed on teachers.
• Opposite to traditional Chinese education
pattern.
• Evaluation system
• Financial resources
How to Reconcile C-A to the G-T
• Linguistic competence — Communicative
competence;
• Pattern drills — Meaning and function;
• Accuracy — Fluency;
• Student-centered — Teacher as facilitator;
• Use of target language — Use of the mother
tongue
A Sample Unit Integrating
C-A with G-T in Reading Classes
Class Composition: The class consists of 30
first-year university students;
Teaching objectives:
• Challenge students to use the language skills
by engaging them in meaningful activities;
• Move students away from a focus on language
forms to independent use of the language skills.
Methods and Materials
Methods: Incorporate aspects of C-A and the
G-T.
Materials: Reading passages are selected from
various sources: Leisure, Health, Marriage,
Religion, the Environment, Tourism,
Agriculture, etc..
Sessions 1 and 2
Aims of these two sessions:
• Help students understand the passages by
explaining linguistic details and its background;
• Enable students to practice the language skills
they have acquired.
Sessions 1 and 2: Teaching Vocabulary
Three steps in the teaching of vocabulary:
1. Unlock (e.g., using “activating semantic
memory”, Statman, 1981);
2. Recycle (e.g., using “word trees”, Underhill,
1980);
3. Extend students vocabulary (e.g., using
“cloze dictogloss”, Rinvolucri, 1984)
Sessions 1 and 2: Teaching Grammar
1. Teaching grammar as meaning
a. Xiaodan put the book in the box.
b. Xiaodan put the book on the box.
2. Teaching grammar as social function
a. (Will/would) you open the door?
b. (Can/could) I talk to you for a minute?
Sessions 3 : A sample Series of
Activities
Stage 1. Information transfer poster
Reading (I)
Poster production (SG)
Stage 2. Information exchange and writing
Discussion (G)
Writing (I)
Peer editing (P)
Stage 3. Information synthesis
Reading (P)
Discussion (G)
Cloze (I)
Notes for Sessions 3
Note: I = individual;
P = in pair;
SG = sub-group;
G = group
THANK YOU FOR YOUR
PARTICIPATION!