Grammar Translation Method

1. Introduction
In learning any foreign language, proper acquisition of vocabulary and its pronunciation is of great significance. Without this acquisition, the students acquiring the second language can neither become fluent nor understandable for the target audiences. Therefore, in order to do so, it is important that proper method and technique is used for foreign vocabulary acquisition. Two of the techniques that are popularly used are: Grammar Translation Method and Direct Method of Learning Vocabulary.
Hypothesis
Critically comparing both the methods, it can be stated that neither of these are dominant over another because they are appropriate for a specific type of students where Grammar Translation Method is appropriate for primary
Grammar Translation Method
As indicated by Freeman (2000), the Grammar Translation Method depends on a framework and is in a grouping on the grounds that in this method all the grammatical rules are orchestrated into a succession for the comfort of the students. This arrangement begins from the straightforward rules and in the end prompts the complex rules. At the point when a book is written by a writer on grammatical rules keeping in perspective the arrangement, he writes one lesson that is completely in view of one rule of grammar. Every lesson is separated into certain rules and these rules dominate the lesson.
(Rutherford, 2014) described significance of Grammar Translation Method as "in Grammar Translation Method, students are made to learn new words. Along these lines, this method helps in enhancing vocabulary. Reading and writing are the two essential aptitudes that are produced most in order to empower the students to read the literature in target language. Grammar is taught deductively and it makes utilization of students' mother
Limitations
(Munday, 2013) expressed that in Grammar Translation Method, oral aptitudes i.e. speaking and listening aptitudes are completely ignored while the entire consideration is given to simply reading and writing abilities. Through this method, the students become ready to read the literature of the objective language by translating it into their native language yet can't communicate into the objective language and even can't comprehend the objective language talked by any native speaker.
In this method, the power of the classroom is absolutely in the hands of the teacher and teacher is at the center of the classroom. The communication is just from teachers to students not from student to teacher and not even from students to students (Rutherford, 2014). The students are viewed as unfilled minded which have should have been loaded with all the conceivable vocabulary and grammatical structures that can be filled in their psyches (Rutherford, 2014).
The principle hindrance of the Grammar Translation Method is that it is verging on difficult to translate all the expressions and sentences into the objective language in light of the fact that the primary center is the translation of this method (Rutherford,