| According to Richards and Rogers (1986), the historical background of the teaching of English as a foreign language started in the nineteenth century after Latin began to be abandoned. They also state that the study of Latin and an analysis of its grammar and rhetoric became the model for teaching English as a foreign language. As a result, the basic procedures for teaching Latin were also used for teaching English. For example, in the Latin era, textbooks consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. Similarly, speaking the foreign language was not the goal, and oral practice was limited to students reading aloud the sentences they had translated. These sentences were constructed to illustrate the grammatical system of the language and consequently bore no relation to the language of real communication. Therefore, this method became known as the Grammar-Translation Method. Again historically, Celce Murcia (2001) noted that prior to the twentieth century, there were two types of approaches in language teaching methodology. First, it aimed to get learners to analyze the language or learn its grammatical rules. Second, it aimed to get learners to use the language. It means that the learners would be able to speak and understand it. So, we just know that the Grammar-Translation Method was the example of the first approach above in which it emphasizes the language learners to learn about grammar. Many linguists and experts argue that the Grammar-Translation Method was an old method that can’t provoke foreign language learning and translation seemed out-dated that can’t be used anymore in foreign language teaching. However, translation has ever been used in the teaching of English several years ago. Therefore, this paper will discuss whether it can still be used to teach English right now. |