English In Iran

4540 Words19 Pages
ETR Method | EFFECTIVNESS OF ETR METHOD ON ESL LEARNABILITY | Milad Masoomzadeh | Introduction Grammar has traditionally been a source of debate in the teaching of second languages. Its status has been largely determined by prevailing methodologies, themselves the prey of developments in research and shifting fashions. More significant than this, however, is the impact of policy change upon teaching and learning, which can signal a radical reversal of classroom practice, demanding swift and often inadequately prepared implementation. There can be little doubt that policy and syllabus requirements shape teacher perceptions, which in turn account for changing attitudes towards grammar in the classroom. A consideration of the historical context, current developments in policy and changes in examinations will clear the way for revisiting this fundamental and often misrepresented issues. The teaching of grammar has long been a contentious issue and often the casualty of changing methodologies. As the time has passed we have got so many methods of teaching grammar, each of which are important in its time and gradually they have shown the signs of deficiencies in the way that represent. Each method has its own merits and demerits e.g. The grammar translation method is 2,000 years old and considerably the most significant method of the time mentioned, but as we discussed before some of its disadvantages are: (1) unclear categories, (2) heterogeneous criteria, (3) fictions, (4) conceptual formulations and (5) value judgments, (6) inaccurate phonetics and (7) confusion of media pointed out by (Halliday, Mclntosh and Strevens in their book Linguistic Science and Language Teaching pp. 157-166). However, due to its flaws, the primary purpose of this method was to prepare students to be able to study literature and secondary was gain greater understanding of fist
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