CONFLUENCE
26 February 2011
Instant Translation Method
Dr. Pravin G. Joshi
Sindhu Mahavidyalaya
(Dept. of English)
Abstract:
Now keeping the aims and objectives of teaching English as the second language in the present context
one new method which in this paper has been named ‘Instant Translation Method’ may be useful and at
initial stages though certain drawbacks may appear, at the ultimate stage may prove extremely effective.
Preparation
1.
2.
3.
4.
5.
6.
7.
8.
9.
In order to adopt ‘Instant Translation Method’ the teacher will have to properly plan the
period of the class with the proper division of the length of time available at his disposal.
The construction to be taught to the students and the words to be introduced to them should
be sentence wise elaborately planned and accordingly prepared.
The knowledge of the local language is a must on the part of the teacher. While preparing the
plan of teaching the teacher should focus his attention on all the forms of sentences Assertive sentence,
Imperative sentence, Interrogative sentence, Exclamatory sentence and Optative sentence. The maximum
number of them should be covered.
The focus should also be on the grammar attempts that a teacher wishes to introduce to the
students.
If necessary, Audio-Visual aids electronic gadgets should be used to make the teaching and
learning very effective.
The repetition of the same teaching item is necessary.
The teacher should interact with different students’ everyday.
The words to be introduced should first be properly explained to the students in context with
the meaning of the word with the help of the mother tongue.
For example the teacher has to teach the students the meaning of the word ‘inosculate ‘which
means to join or unite.
The advantages of this method:-
1.
2.
3.
4.
5.
Since mother-tongue is involved, the absorption of the meanings of the words will become easier.
Learning constructions would be easy
Since mother-tongue is involved, retention of the contents and the words will be easy.
Since repetition and revision are done, long term retention of the sentences is possible.
Since the focus will also be on grammatical items , grammar can be learnt inductively.
Introduction:
The study of language has four aspects viz the semantic aspect, the phonetic aspect, the graphic aspects
and the phonetic cum graphic aspect.
The semantic aspect refers to the understanding of the meaning which is called comprehension. The
phonetic aspect refers to the sound aspect which means the spelling and pronunciation words. The graphic
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26 February 2011
aspect deals with the written form of language. The phonetic cum graphic aspect means reading. These
four aspects together involve the literary aspect which aims at ornamentation of language and the
linguistic aspect which means the working knowledge of language. To master a language means
achieving perfect co-ordination among all of these aspects.
Taking into consideration these aspects we can draw out four general aims of learning a language.
1)
2)
3)
4)
To enable the pupils to hear and understand spoken English.
To help them acquire proficiency in speaking English.
To enable them to understand what they read in English.
To enable them to write English.
With these aims in mind the duty of teacher of English lies in training the students in hearing, reading,
speaking and writing English. Thomson and Wyatt go a step forward when they say ‘It is necessary that
the Indian pupil should not only understand English when it is spoken or written but also that he should
himself be able to speak and write it. This draws our attention to the practical side of the already
enumerated four aims of learning English.
Apart from these basic aims of learning English there are some specific or particular aims also. Whenever
a teacher teaches a lesson he has certain objectives to be achieved. However the simple aim would be to
train the students in comprehending, reading, writing and speaking.
So far various methods have been tried to teach English as the second language including the translation
cum grammar method, the natural or direct method, inductive teaching of grammar, Dr. West’s New
method, the substitution method and so on. But we have always failed in achieving the objective that we
have always cherished as teachers of English. It has been time and again abundantly proved that ninety
percent students have not shown even thirty percent of the progress expected from them in picking up
English. They are not able properly to comprehend, to read, to write and to speak English. The present
syllabus in which twenty marks of orals have been earmarked to help the students pass the exams and
wherein passages are given on the basis of which the students have to attempt the questions has added
fuel to the fire and worsened the condition to burn down the career of the students. As they need not study
anything to get pass marks in the examination which is an aspiration of maximum number of students.
With the passage of time the aims and objectives of teaching English as the second language also have
undergone a sea change. Now, the focus is more on teaching them or preparing them, to speak the English
that is used in everyday life, so since there is shift of aim the methods must also be changed. All these
years translation cum grammar method has been the most popular one. Translation method has been
criticized many a time on certain grounds.
1.
2.
3.
4.
5.
6.
7.
8.
Word to word translation is not possible.
Literal Translation sports the sense and beauty of sentence.
Phrases and proverbs cannot be literally translated.
Translation fails to arrest the delicacy of expression, local colour and secondary meanings
practice.
Speech practice is neglected.
Translation method does not create direct bond between thought and expression.
The literal approach puts a check on cultivating a habit of rapid reading.
This method does not offer opportunities for silent reading and interferes with the process of
comprehension.
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CONFLUENCE
26 February 2011
Now keeping the aims and objectives of teaching English as the second language in the present context
one new method which in this paper has been named ‘Instant Translation Method’ may be useful and at
initial stages though certain drawbacks may appear, at the ultimate stage may prove extremely effective.
Preparation
10.
11.
12.
13.
14.
15.
16.
17.
18.
In order to adopt ‘Instant Translation Method’ the teacher will have to properly plan the
period of the class with the proper division of the length of time available at his disposal.
The construction to be taught to the students and the words to be introduced to them should
be sentence wise elaborately planned and accordingly prepared.
The knowledge of the local language is a must on the part of the teacher. While preparing the
plan of teaching the teacher should focus his attention on all the forms of sentences Assertive sentence,
Imperative sentence, Interrogative sentence, Exclamatory sentence and Optative sentence. The maximum
number of them should be covered.
The focus should also be on the grammar attempts that a teacher wishes to introduce to the
students.
If necessary, Audio-Visual aids electronic gadgets should be used to make the teaching and
learning very effective.
The repetition of the same teaching item is necessary.
The teacher should interact with different students everyday.
The words to be introduced should first be properly explained to the students in context with
the meaning of the word with the help of the mother tongue.
For example the teacher has to teach the students the meaning of the word ‘inosculate ‘which
means to join or unite.
[The frozen images of delicate leaves and inosculating branches]
Now in order to make the students absorb the meaning of the word ‘inosculate’ we can have a set of
sentences as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
We must inosculate two papers to make a boat.
What should we do with the papers in order to make a boat?
We can inosculate two papers with the help of some sticky substance like gum or fevicol.
How can you inosculate two papers?
Two papers thus inosculated can be but as per the need into different size pieces.
How can we use the osculated papers into pieces?
Once the boat is prepared we can osculate ribbons to it to beautify it.
Why should we osculate ribbons to the boat?
Come on who can osculate these two papers?
[The teacher calls a boy and says to him ‘Osculate these two papers properly.’]
[The boy does that]
10.
11.
The teacher says, ‘How wonderfully these two papers have been osculated!’.
You may cut it into different pieces now.
[The boy does that]
In this way sets of different sentences with special focus on grammatical items can be prepared with the
help of Audio-Visual Aids.
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26 February 2011
The advantages of this method.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Since mother-tongue is involved, the absorption of the meanings of the words will become easier.
Learning constructions would be easy
Since mother-tongue is involved, retention of the contents and the words will be easy.
Since repetition and revision are done, long term retention of the sentences is possible.
Since the focus will also be on grammatical items , grammar can be learnt inductively.
The students will have a lot of speech practice.
They will learn correct pronunciations.
They will develop the spirit of interaction.
The English that they need in day to day life will be learned by them easily.
Conversational style will be easily developed.
Confidence level while speaking English will boost up.
Faltering and fumbling will vanish with the passage of time.
High level of satisfaction for the teacher as well as for the learner.
ISSN: 2250-138X
Page 248