Ching-Chung Guey


This paper intends to analyze the Grammar-Translation Method (GTM) on the basis of the perspectives of Complementary Law from Hexagram in Chinese I-Ching, and to answer the 3 questions regarding GTM: 1). Is the combination of Teacher and Student in GTM settings optimal? 2) Is the combination of Material and Methodology in GTM settings optimal? 3)  Is the combination of Objective and Assessment in GTM settings optimal? This paper starts with the analysis of the six variables (in three pairs) involved in GTM settings; namely, teacher-student, objective-assessment, and material-methodology. Each of these variables was specified as yin or yang, depending on its individual feature, and then was examined through the Complementary Law of Chinese I-Ching. The results indicate that the overall effect of GTM is less desirable than expected, as there are two imbalances that exist between Methodology-Material, and between Assessment and Objective. Suggested solutions include replacing behavioral mode of instruction with a constructivist one in Methodology, or to changing product-oriented assessment into process-oriented one in GTM settings. As I-Ching was originally developed as a qualitative interpretation, more empirical validation of its accuracy and application is needed. 


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grammar translation method, EFL instruction, trigram, hexagram, complementary law


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