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e teachers still usethis method in many parts of the world. As its name suggests, it focuses on grammatical rules,memorization of vocabulary, translation of texts, doing written exercises. When teachers use this method,they use native language to explain the grammar rules. So learning a foreign language by this methodrequires much memorization of grammatical rules and translation.Some main features of Grammar Translation Method were showed by Celce-Murcia (1988). In hisopinion, he considered when using this method, classes are taught in the mother tongue, the teachers rarelyuse the target language. When teaching the new vocabularies, they put the words in isolation situations.When teaching the complex grammar rules, they only give long explanations of them. In this method, theypay little attention to the students’ pronunciation, so their oral English is poor. As to the practice, theythought that the only drills were exercises in translating disconnected sentences from the target languageinto the mother tongue. These are the main characters summarized by them.We can see Grammar Translation Method is very useful for students passing exams, but it is nothelpful when they use English in everyday life.
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2.2 Review of Different Concepts of Context
Malinowski put forward the concept ‘context of situation’ in 1923. He was a polish-born Englishanthropologist who initiated the concept of context.As Malinowski once said: “Exactly as in the reality of spoken or written languages, a word withoutlinguistic context is a mere figment and stands for nothing by itself, so in the reality of a spoken livingtongue, the utterance has no meaning except in the contexts of situation.” (Claire Kramsch 1923: 307).From this, we can see the utterance meaning has a close connection with the situational context.According to him, the meaning of an utterance does not come from the ideas of the words comprising it butfrom its relation to the situational context in which the utterance occurs (Hu Zhuanglin 2007:302). when thesituation is different, we should apply the new understandings to it. He believed that utterances andsituation are associated with each other inextricably and put the words in the context of situation isindispensable for the learners to learn and understand.Besides this, he also divided context of situation into three kinds: firstly, “the narrative situation”;Secondly, “the situations where speech interrelated with bodily exercise”; Lastly, “situations in which usespeech to fill a speech vacuum-PHATIC COMMUNION” (Hu Zhuanglin 2007:302).This is his furtherstudy of this concept which gives the specific classification of the context.Malinowski’s observation can be seen as one of the necessary pillars of any theory of pragmatics.Indeed, language use is always situated against a complex background with which it is related in a varietyof ways (Claire Kramsch 1993:75).
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CHAPTER THREE RESEARCH DESIGN......... 19
3.1 RESEARCH QUESTIONS ........ 19
3.2 SUBJECTS............. 19
3.3 INSTRUMENTS .............. 19
3.3.1. Questionnaires ............ 20
3.3.2. Classroom Observation........... 20
3.4 PROCEDURE ............. 21
CHAPTER FOUR RESULTS AND DISCUSSION ......... 23
4.1. RESULTS AND DISCUSSION OF QUESTIONNAIRES ........ 23
4.1.1. Results and Discussion of the Teachers’ Questionnaire.......... 23
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