speaking and listening are overlooked is a limitation of the grammar translation method.
mention any one limitation of the grammar translation method?
speaking and listening are overlooked
there are two main goals to grammar–translation classes. one is to develop students' reading ability to a level where they can read literature in the target language. the other is to develop students' general mental discipline.





















































the users of foreign language wanted simply to note things of their interest in the literature of foreign languages. therefore, this method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only. as a result, speaking and listening are overlooked.





















































section::::method.
grammar–translation method
the validity of the mlat has also been challenged due to changes in teaching methods since the 1950s. the grammar translation method was likely used with norming subjects in high schools and universities, while government employees and soldiers in intensive language programs focused on oral language skills. thus, learners included in the validation represented two quite different methods of instruction. the grammar translation method used in high schools and universities has been replaced by more communicative teaching methods. in 1998, research conducted by madeline ehrman, director of research and evaluation at the u.s. foreign service institute, where adult government employees are enrolled in a communication oriented intensive language program, produced validity coefficients at approximately the same levels as the original validity coefficients from 1958. this supports the validity of the test as a predictor of success under communicative language teaching. also, research by leila ranta (associate professor of educational psychology at university of alberta) as well as harley and hart (with the ontario institute for studies in education of the university of toronto) has shown an association between good language analytic ability and good language learners in a communicative learning environment (2002).
modern language aptitude test