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THE DEMERITS OF GRAMMAR TRANSLATION METHOD IN
TEACHING
Shahrosul Namozov
Chirchik State Pedagogical University
Abstract: The analysts examined the demerits of Linguistic use Interpretation strategy in learning English. This strategy of instructing is utilized to memorize the remote dialects. In a few nations 'English' is the moment dialect of individuals. In Instructive organizing English is instructed a obligatory subject. It is being instructed through distinctive strategies. Language structure Interpretation Strategy is the most seasoned strategy of learning any dialect. So, here in our nation it is broadly utilized to memorize remote dialects. In this paper, adequacy of this strategy is demonstrated through quantitative inquire about. As a device, a survey is utilized to know around the sees of learners that how much encouraged they are in learning English by utilizing this strategy.
Keywords: Role, Linguistic use Interpretation Strategy, Viability, Educating, English, College, Case Consider.
Throughout the history of mankind, a great many different educational methods have been developed. At first, all methods of teaching foreign languages were borrowed from programs designed to teach the so-called "dead languages" -Latin and Greek, within which almost the entire educational process was reduced to reading and translation. In this article we will discuss the Grammar translation method pros.
It was this method that was laid down by the enlighteners at the end of the 18th century under the name "Grammar-translational method" (grammar-translation method, in the West known as the Prussian method). It became widespread in the 18th-19th centuries. and retained its leading role until the outbreak of the First World War, when it gave way to direct and natural methods.
The main control was the level of proficiency in grammatical material and translation of the text, and in some cases - the knowledge of isolated words. Of course, with such a "method" it was impossible to provide even basic language proficiency. In the second half of the 19th century, in accordance with the requirements of life, and first of all, oral communication,
dialogues for memorization were added to textbooks of this
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Chirchik State Pedagogical University Volume 4 | CSPU Conference 1 | 2023
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methodological direction, as "conversations" were then called. However, all these innovations could not provide even basic knowledge of a foreign language. Therefore, this method finally disappears at the beginning of the 20th century. Despite all the shortcomings, this method still left something in the technique. This includes the use of translation and context as a way of semantization, various types of language exercises, and other paraphrase exercises in which the tense of the verb changes or the passive form changes to active.
Minuses
• An unnatural method, because we begin to learn our native language first by listening to it, then we try to speak, read, and then write.
• Too much emphasis on translation. language acquisition is only due to translation skills, while oral skills are not formed. The training does not provide practical use of the language in various communication situations
• Teaching a language was reduced to studying its grammatical structure,
• Passive forms of work prevailed,
• Gives a false idea of what a language is and how languages are related. A language is represented as a collection of words that have equivalents in the native language
• Bad for motivation, boring
• This method is very good for people with highly developed logical thinking, for whom it is natural to perceive language precisely as a set of grammatical formulas.
• Little or no attention was paid to pronunciation
• A literal translation is impossible and this is the difficulty
• Words are learned mostly in isolation, in a list
It also makes the understudies gloomy and boring as they get periodic of deciphering each line word by word and don't get fast in interpretation. This strategy moreover takes much time to interpret.
In addition, in spite of learning the lexicon of a unused dialect, they will not be much able to communicate with others as they as it were know how to type in and take time for it. That's why, I listen numerous of the understudies saying, "mam, can we compose rather than speaking?"
CONCLUSION
GTM is nothing but a strategy of instructing any remote dialect in its least complex way. It is one of the most seasoned
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strategies utilized since ages to educate Latin or Greek dialects and presently, advanced dialects.
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