The (indirect) grammar-translated method is, in contrast with the direct method, which emphasis rules of grammars (not the language) are all important. It is an application of methods used in Latin and Greek to the teaching of modern languages. Verb tables and lists of vocabulary ate to be learned, leading to the translation from mother tongue into the target language and vice versa. The spoken form of the language play very little part in the learning sessions. This method gives learners the wrong idea of what language is and of the relationship between languages. Language is seen as a collection of words, which are isolated and independent, and there must be a corresponding word in the mouth tongue for each language he/she learns. The worst effect of this method of the method is on learner’s motivation. Because of not succeed in learning, it leads to frustration, boredom and indiscipline.
But for reading method and the audio-lingual (audio-visual) method, even they are useful to language study; they should not quite totally be regarded as a teaching method. The former focuses on extensive reading with rejection of translation, which should be a everyday practice that can lead to building language knowledge; the latter is a sort of misuse of audio-lingual (audio-visual) material as a teaching method, instead of as a teaching aid. It tends to repeat practicing the dialogues drills that have recorded in a tape. This is deal to the case that in mid 1960’s that portable tape-recorder and filmstrip projector came into general use in language teaching.
In combination with my own experience, it is safe to say that with the assistance of communicative method, (indirect) grammar-translated method is mainly applied to English teaching in Hong Kong. In the primary, new vocabularies and Sentence structure are introduced to the students with a given real life situation. Moreover, grammar is increasingly important as they are promoting to the senior form. The students are essentially needed to memorize some basis grammar rules.
But in secondary school the need of memorizing grammar rules increase even more rapidly. In fact, the teaching method is growing more visibly for academic purpose and exam-oriented. Learning language for sake of grammar, or passing exam. Little or no attention to pronunciation and oral skill, till to the senior forms. Teaching is concentrated to different ‘papers’ in F4 to F7: Writing, reading comprehension and grammar, listening, practical skill and oral. It seems that can improve the four-skill area of English learning, but the real target of teaching is to answer to the question, and to pass the examination but not to train you with a good ability of communicating with English.
It is obvious not the method of teaching English to be blamed for the misleading to the students in Hong Kong. The responsibility also goes to the education system. It is nether less to say, the situation should be better if correct methods are applied. What I think the best language teaching is: to apply a different teaching method according to different stage of the learner:
The above dividing is basis on the advantages of each teaching method to avoid the disadvantage of each method, it also co-operates with the average ability of language learner of each stage. For the kindergarten and Primary student, they should learn language in non-grammar basis, in order to develop their confident in oral skill; they are encouraged to speak creatively and spontaneously and are bound to make errors. Constants correction is unnecessary; just let them to talk freely and express themselves. But in developing with a better oral skill, an advance grammar skill is needed to push the students for more improvement. With a well-developed oral skill, teaching of grammar should be practical and relate to real life situation. Those are not capable can be ignored. Till the tertiary education, printed notes and grammar teaching are not necessarily important. Learner should have enough exposed to the language, and they are expected to speak in any situation, and to communicate with others fluently. Direct method is the best to use for putting the learner of a forward progress.
All kinds of teaching methods should all have their strength and weakness. They are invented to suit to use in the period of time. But gradually, disadvantages are discovered. There is never a method that should not be applied; it can really help learners to learn the second language. Never just to blame for the teaching method and the fault’s of the teacher, if it is unsuccessful to learn a language. Student’s attitudes towards language should also be positive, patient, eager to learn and not to be shy of making mistakes. Learning from mistakes is a precious experience of learning. With a combination of suitable teaching method, good teacher and correct attitudes towards learning a language is the only way to get succeed in any second language acquisition.
