Out with the new in with the old revisiting the Grammar Translation Method in foreign language teaching

The aim of this study is the enhancement of the quality of second language acquisition by exploring methodological adaptations that may motivate Anglophones to learn a foreign language..

OUT WITH THE NEW IN WITH THE OLD: REVISITING THE GRAMMAR TRANSLATION

METHOD IN FOREIGN LANGUAGE TEACHING

Manuel Catena Fontalba and Dr Simon Stephens Letterkenny Institute of Technology, Port Road, Letterkenny, Donegal, Ireland

manuel.catena@lyit.ie; simon.stephens@lyit.ie

Didactic approaches to second language acquisition and strategies used at European higher education institutions may not be suitable for Anglophones (Catena and Stephens, 2010) Anglophones tend to have very little formal knowledge of their own language and its grammar This lack of linguistic competence may be an element that affects their ability to learn a foreign language The aim of this study is the enhancement of the quality of second language acquisition by exploring methodological adaptations that may motivate Anglophones to learn a foreign language This paper reports research conducted at a higher education institution in Ireland For the purpose of this scoping piece, the mixed methods approach of sequential explanatory strategy (Creswell, 2003) was adopted The method was used as follows: first, quantitative research was conducted with Anglophone learners

to examine their attitudes and experience of learning a foreign language(s) Second, the progress of four learners over a period of two years was mapped using a variety

of qualitative method The participants in this study tend to produce correct sentences in a foreign language if they understand how these sentences are grammatically formed However, the participants like many Anglophones possess a poor understanding of English grammar Therefore, this paper proposes a return to the Grammar Translation method.

Keywords: Pedagogy, Anglophones, Grammar Translation, mixed methods

Biographies: Manuel Catena Fontalba and Dr Simon Stephens are lecturers/researchers based at Letterkenny Institute of Technology Their research explores changes in pedagogical approaches to the teaching of foreign languages

Introduction

Research should be about the improvement of teaching and the introduction of innovation (Nunan 1989) It can affect language practice positively thereby benefiting learners McDonough (1991) defines research in the field of languages as selecting information which contributes to improving one’s teaching or the students’ learning Raleigh-Long (1999) describes the different methods of teaching modern languages The Grammar-Translation Method (GTM) is considered outdated as contemporary approaches advocate for communicative methodologies However, Brown (2009) suggests that students seem to favour a grammar-based approach to foreign language (FL) learning, whereas their teachers prefer a communicative classroom Experience at Letterkenny Institute of Technology (LYIT) indicates that updating the contents of the GTM affects positively Anglophones’ learning style

Hawkins (1981) indicates that whatever method is used, grammatical accuracy is required

at every stage and that the learning of a language is a difficult task Anglophones must produce grammatically correct sentences in English Anglophones at LYIT are aware of their English may not be grammatically correct Although each classroom is unique (Marshen 2005); language lecturers often need to teach correct English sentences before the Spanish equivalents are introduced Besides, most grammatical structures of English are simple if compared European languages This comparative simplicity is an additional difficulty for FL comprehension and learning of a FL The assessment records at LYIT show that most Anglophones are unsuccessful foreign language (FL) learners in comparison to those with another mother tongue or bilingual students The high levels of drop out of Anglophones, and the increasing lack of popularity of FLs at Irish higher level corroborates this fact Leaving Certificate Examination records show that the number of

students of Spanish tends to increase at secondary level however; the percentage of students enrolled in language courses in Irish colleges is significantly low According to Sinnot (2005) the number of Irish students who study at European universities under the Erasmus programme of interchange decreases every year At LYIT learners usually decline the Erasmus due to their lack of proficiency a FL In contrast, international students are usually at least bilingual Therefore, the methodology applied to FL learning in Europe might be inappropriate in Ireland

At LYIT groups are usually small and heterogeneous There are mature learners, bilingual Erasmus students, Anglophones, and native Irish speakers Each student may have different reasons for taking Spanish They select this module from a range of options Hence, it is clear that they are initially well motivated to succeed The students’ age is a significant factor in our college Twenty percent of the student population is over twenty three years However, the average age of Anglophones enrolled in Spanish (Semester one) is eighteen Hand (1973) states that learning efficiency peaks in the early and mid-twenties and declines after thirty The peak learning age for languages is twenty four (Joiner 1981) Consequently, Erasmus students are usually very near their peak when they start to learn Spanish whereas Anglophones are at their peak on year three Previous research indicates that adults are better FL learners than teenagers because of their larger vocabularies and ability to deal with grammatical principles (Ausubel 1964; Ervin-Trip 1978; Krashen 1978) They traditionally achieve the highest scores The adult learners are usually international students who have the age advantage and, in some cases, a romance native language In contrast, Anglophones are usually young and monolingual Their results are significantly lower therefore, the current methodology is unsuitable

Motivation is as important as aptitude in the FL area (Gardner 1988) Motivation can be instrumental, where the goal is survival; or integrative, where the goal is identification with the other culture group Instrumental motivation emphasizes on pragmatic reasons for learning a language such as getting a professional job In contrast, interactive motivation is related to interaction for social-emotional purposes (Gardner and Lambert 1972) Erasmus learners visit LYIT in Ireland to improve their English Besides, they value the opportunity

of learning an additional FL as languages are required by European employers In contrast, Irish employers do not usually require languages consequently, Irish students may want to learn Spanish but they do not feel that they need to become skilled at it However, the economic crisis in Ireland has caused a significant decrease in the number

of Irish employers Consequently, both Anglophones and Erasmus students tend to have the instrumental motivation at present

Methodology

This article reports a three-year case study of a cohort of learners of Spanish at LYIT A case study is an empirical inquiry that investigates an existing phenomenon within its real-life context (Yin 1994; Robson 2002) The research was carried out during the first semester of three consecutive academic years, between 2008 and 2011 (semesters one, three, and five) The research methods are predominantly qualitative, comprising interviews and informal conversations However, a survey (questionnaire) was carried out

in semester one consequently, basic statistic information is included There were seventeen students enrolled in semester one All Anglophones filled a questionnaire which provided data on their knowledge of English grammar These students were interview at the end of the semester one (2008) All grammatical explanations were carried out in English Students produced grammatically correct English sentences English which were

later translated into Spanish In addition, other elements of the GTM were introduced and practised Communicative activities were only practised once a week Focus groups were organised at the end of each semester and interviews and autobiographies were conducted/collected at the end of the third year

Findings

Table one shows that students believe both speaking and writing (dynamic activities) in Spanish are relatively is easy This indicates that learner have good communication skills and believe that it is easy to use the target language However, they seem to have difficulty in reading, and understanding spoken Spanish (passive activities) The fact that little emphasis was placed on realistic activities during semester one explains this fact Learners value grammatical explanations in English, translations, and lists of vocabulary These activities, which belong to the GTM, are appropriate in semester one In contrast, communicative activities such as the use of the target language, emphasis upon oral skills, and the assumption that learners discover grammatical rules by using the target language are inappropriate at this stage

Table 1: Easy and difficult language skills

Language Skills Easy Skills Difficult Skills

Understanding spoken Spanish 12.5% 36%

Understanding written Spanish 26.5% 20%

Table two shows that some skills of the GTM such as grammar practice and translation are preferred In contrast, most learners do not value traditional lists of vocabulary The most unpopular language activity is taking part in role plays in Spanish This is a main element

of the communicative method Consequently, the GTM is suitable in semester one This

method must be implemented with activities that promote oral skills Learners tend to practice this skill in the language laboratory without supervision

Table 2. Preferred Language Skills

Language Activity Preferred Activity

Traditional language class in English 40%

The focus groups and interviews carried out reveal the following information: Learners are initially motivated to learn Spanish, and believe that this FL is important; furthermore seventy five percent wish to become fluent in Spanish Forty percent have good knowledge of the FL studied for their Leaving Certificate Although forty percent believe that foreign tongues are unnecessary, the interviews carried out demonstrate that they tend to have a positive attitude towards language learning: ‘I find it easy to learn languages; I have studied French and I want to be fluent in Spanish and be able to communicate in Spanish’ (Participant 4); ‘I am pretty good at languages; I think they are easy and I want to be able to speak Spanish’ (Participant 3); ‘Yes, I would like to become fluent in Spanish; maybe I can work in Spain in the future’ (Participant 2) In contrast, there were two participants were unmotivated to learn Spanish ‘I don’t think I really want to become fluent in Spanish; three years is not long enough’ (Participant 1) Furthermore forty percent believe that foreign tongues are needless and difficult to become skilled at:

‘Spanish and French are very difficult; they have too many tenses and rules English is more straightforward’ (Participant 6) However, they are aware of their lack of knowledge

of formal English: ‘I use the slang because I am young; I know it is wrong but that is the way young people talk’ (Participant 1); ‘I use the slang; I would say me and Leo’ (Participant 2) In addition, these Anglophones believe that English is the only international business language: ‘I don’t think that I will use my Spanish at work; probably in the tourist industry but I don’t see myself working in the tourist industry’ (Participant 1) ‘I study Spanish because I go to Spain on holidays and I thought it would be handy to have’ (Participant 3) ‘My parents have bought an apartment in Alicante and I thought that it would be good to have Spanish because we spend a lot of time there’ (Participant 7) Nevertheless, two participants had integrative motivation: ‘Maybe I can work in Spain’ (Participant 3) “I rather use it (Spanish) at work…teaching or tourism” (Participant 4) Eighty percent of the participants consider that a FL may benefit their future careers; moreover they would encourage their children to study a FL

The participants believe that most elements of the GTM are appropriate ‘Maybe it is old-fashioned but probably is the best way to do it; the traditional way’ (Participant 1); ‘I like having the two languages in front of me so I can make the connections’ (Participant 4);

‘Grammar is important; we should learn more grammar; in all languages’ (Participant 7)

‘By comparing it (Spanish) with your own language and seeing the differences you understand it better, (Participant 5) Moore (2000) suggests that a sample group must be big enough to represent all the characteristics of a larger group The fact that language groups are relatively small at LYIT imposes practical constraints however, it can be proposed that the GTM is appropriate in semester one

Observations of this cohort of learners were carried out during semester three (2010).

Cohen et al (2004, p 397) state that ‘observation allows gathering live data in situ (the

classroom) rather than relying on secondary data’ Learners valued participating in realistic role plays that showed realistic activities such as getting directions, going to the doctor, and shopping among others This belongs to the communicative approach It can be therefore stated that after one year of Spanish tuition, Anglophones at LYIT are interested and capable of carry out tasks in the target language The researcher and the participants are members of the educational community hence, directly involved and interested in the topics Researchers and participants must recognize and overcome their subjective, preferences, inclinations, and expectations in the research process (Van Manen, 1997; Rachen and Robinson 2000) The researcher’s presence may interfere in some way with the setting, and with the behaviour of the participants (Lincoln and Guba 1985) According

to Miles and Huberman (1994) researchers enhance their reflexivity by acknowledging that bias is part of the research Total objectivity is impossible as both the lecturer and the participant are human beings (Mellon 1990) It can be therefore argued that total objectivity

is also impossible for participants Besides, learners were aware of the fact that the role plays were part of the assessment

The last part of the research was the collection of autobiographies Autobiographies provide details of situations experienced by the participants as learners which have a

considerable impact on teaching practices (Ellis 1998: Scanlan et al 2002) Although

autobiographies are subject to the limitation imposed by selective memory; they provide a useful lens confirming and triangulating findings Learners revealed some of the same concerns expressed in the questionnaires in semester one The autobiographies revealed

the following information: Learners believe that after three years of tuition Spanish is an easy subject They are capable of using the target language in realistic situations ‘I have only been studying Spanish for three years … I feel confident enough to order food or drink in a Spanish restaurant’ (Participant 1) However, they suggest that living in Spain is the only way of becoming fully proficient ‘Fluency can only be attained by living in the country … I don’t find speaking Spanish too difficult’ (Participant 2) After three years of Spanish tuition learners prefer to learn vocabulary by writing traditional lists of vocabulary Besides, they believe that learning grammar in English and comparing the structures of both languages are the most appropriate ‘I like grammar clearly explained in the whiteboard … I find it easier to learn vocabulary by doing out a list with the English beside it’ (Participant 3) ‘I would not be able to understand Spanish grammar without explanations in English’ (Participant 4) Learners tend to believe that the best way of obtaining oral proficiency is taking part in role plays ‘I also find role-plays in class very beneficial … they are great because they increase your confidence in Speaking Spanish

Conclusion

The GTM is appropriate and is not outdated GTM helps to introduce grammar and vocabulary at early stages The introduction of practical skills is unadvisable if Anglophones do not have sufficient knowledge of English GTM suits Anglophones’ learning style However, this method must be implemented with elements of the communicative method such as role plays and using the target language in class This should be carried out mostly in year three Anglophones should be encouraged to spend a period of time in a Spanish-speaking country after semester five If these recommendations are carried out, both the lecturer and the student can concentrate on

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