Critical Review for a Research Article Based on Grammar Translation and Clt Method in Elt 2/2 (Relevance to Malaysian School)
INTRODUCTION
English language is the main international English. It is also said that English is the language of progress and development. In this age of internet and globalization, the use of English has increase tremendously. Most of the non-speaking English countries take great importance in English education. China and Malaysia being one of them. Ministry of Education (MOE) in Malaysia has been trying for years to improve the standard of English language especially in communication and writing by implementing efforts such as research on methods that could be applicable in Malaysian schools. English language has been accorded for second language in Malaysia as stated on Article 152 and been given due attention for years.
Teaching English can be declared as challenge in Malaysia because the subject has always been argued, doubted, changed for many times that the issues has never been completely resolved. Meanwhile, MOE keep trying to improvise the teaching and learning process in schools from early education to the highest level by employing suitable means and aids such as bringing in modern teaching methods from Western countries.
Communicative teaching methods and grammar-translation has been discussed, implemented on English language teaching in China based on the article by Jin, Singh, and Li (2005). This paper will provide the critical review of it, and the relevance of the methods in Malaysian Schools.
2.0 COMPARISON BETWEEN COMMUNICATIVE LANGUAGE TEACHING AND GRAMMAR-TRANSLATION
Based on the article by Jin, Singh and Li (2005) the CLT and Grammar-Translation method might not be applicable to all teaching situation. While the final result of the study was in favour of CLT methods, the gaps between the results on test paper for two groups are low. Futhermore, the research done by Rao (2002) concluded that students claim that using Grammar-translation method will be more suitable for class session in China. Since teaching is deeply rooted
English language is the main international English. It is also said that English is the language of progress and development. In this age of internet and globalization, the use of English has increase tremendously. Most of the non-speaking English countries take great importance in English education. China and Malaysia being one of them. Ministry of Education (MOE) in Malaysia has been trying for years to improve the standard of English language especially in communication and writing by implementing efforts such as research on methods that could be applicable in Malaysian schools. English language has been accorded for second language in Malaysia as stated on Article 152 and been given due attention for years.
Teaching English can be declared as challenge in Malaysia because the subject has always been argued, doubted, changed for many times that the issues has never been completely resolved. Meanwhile, MOE keep trying to improvise the teaching and learning process in schools from early education to the highest level by employing suitable means and aids such as bringing in modern teaching methods from Western countries.
Communicative teaching methods and grammar-translation has been discussed, implemented on English language teaching in China based on the article by Jin, Singh, and Li (2005). This paper will provide the critical review of it, and the relevance of the methods in Malaysian Schools.
2.0 COMPARISON BETWEEN COMMUNICATIVE LANGUAGE TEACHING AND GRAMMAR-TRANSLATION
Based on the article by Jin, Singh and Li (2005) the CLT and Grammar-Translation method might not be applicable to all teaching situation. While the final result of the study was in favour of CLT methods, the gaps between the results on test paper for two groups are low. Futhermore, the research done by Rao (2002) concluded that students claim that using Grammar-translation method will be more suitable for class session in China. Since teaching is deeply rooted
References: 1- Lingjie Jin, Michael Singh, Liqun Li; Communicative Language Teaching In China: Misconceptions, Applications And Perceptions. (2005) Australian Association For Research In Education. 2- Nor Hashimah Jalaluddin, Norsimah Mat Awal, Kesumawati Abu Bakar; The Mastery Of English Language Among Lower Secondary School Students In Malaysia: A Linguistic Analysis, European Journal Of Social Sciences – volume 7, number 2, 2008. 3- Mohd. Faisal Hanapiah (1993); English Language And The Language Of Development: A Malaysian Perspective. Department Of Modern Language, Jurnal Kemanusian. Page 106-120. 4- Rao Zhenhui; Modern Vs. Traditional, Bureau Of Educational And Cultural Affairs, Office Of English Language Programs. Taken on Oct 2012 from http://eca.state.gov. 5- Hyacinth Gaudart; English Language Teaching In Malaysia: A Historical Account, The English Teacher Vol Xvi December 1987. 6- Kesumawati Abu Bakar, Nor Zakiah Abdul Hamid, Dr. Norsimah Mat Awal, Assoc. Prof. Dr. Nor Hashimah Jalaluddin; First Language Influence On Second Language Performance: A Study Of Common English Grammatical Errors Among Rural Secondary School Students. Taken on oct 2012 from http://repo.uum.edu.my. 7- Prof Puan Sri Dr Rohaty; (June 28, 2009) Teaching English by Using Bahasa Malaysia, Taken On Oct 2012 from http://rohaty-education.blogspot.com. 8- Dr Gianfranco Conti,(2011) Grammar Translation And Communicative Language Teaching Compared, taken on oct 2012 from http://languageteachingbyconti.blogspot.com