CHAPTER: 1

Introduction

1.1 Introduction

Translation method is one of the conventional teaching

methods to teach the target language. We use target as well as the

native language to teach students. It was originally used to teach Latin

and Greek, which were now considered dead languages. We use the

grammar for students to understand about the structure of the sentence.

In the early centuries, we used this method to help students read and

understand foreign language literature.

In this method, students learn the grammar of a foreign

language and the study of foreign language teaches students to become

familiar with the grammar of their language. In the classroom, the

teacher focuses on translation and memorization conjunction, verb

forms given in the native language of the students. In Pakistan, the

main stream schools apply GTM to teach students. Native language

interferences in learning a foreign language in many ways. It happens,

but natural. As the child grows, he just learns the language, but when

he begins his education, for it conflicts continuously mother tongue to

learn foreign languages. It conflicts almost all areas, for example,

vocabulary, structures and sounds. In the vocabulary, students make

many mistakes in the use of articles and prepositions and students to

implore in a foreign language in the same way they do in their native

language. Each language has different sound patterns, and if one

compares English and Urdu, one finds that Urdu has some vowels and

diphthongs and English has 20 vowels and diphthongs.

1.2 Background

This method has its roots in the teaching of English. This

method focuses on the translation of the rules of grammar, vocabulary

memorization, learning rules, and study of the conjugations. Teachers

do not focus on accuracy and fluency. Teachers emphasize the form

and not the meaning.

In this method, teachers focus on the sentence structure not on

the accurate use of the sentences if there is subject, verb and object

then it is correct sentence but they do not follow the grammatical rules

whether the usage of tense is correct or not. In this method, teachers

focus only on reading and writing only. Teachers use mother language

while teaching Grammar Translation Method. It requires great

intellectual effort and ability, but the teachers do not pay attention on

it. Teachers use grammar texts only, very few learning techniques are

used by teachers. Teachers do not give proper guidance to students

 about the rules and patterns of grammar translation. Translation is the

basic mode of teaching target language. It is necessary that teachers

have command on both languages, but teachers have no mandate in

both languages. They use native language and the target language,

while teaching GTM.

1.3 Research Questions

 Does the teacher ask the student to discuss their lesson in the class?

 Does the teacher teach through contrastive analysis?

 Does the teacher teach rules through text?

 Why does the teacher not give the antonyms to teach vocabulary?

1.4 Hypothesis

Teachers give home assignments to their students to answers the

questions of reading comprehension.

It is impossible for the teachers to check all the written

assignments of the students because of the shortage of time.

Individual attention isn’t possible.

Teachers are unable to control over-sized class-room.

1.5 Objectives of the study

 To identify the practical problems of teachers while teaching

Grammar Translation Method.

To emphasize upon the usage of effective techniques, methods

and approaches for the teachers to teach target language through

Grammar Translation Method.

1.6 Scope of the study

This study will help the teachers to overcome their problems

while using G.T.M as they will be well aware of their shortcomings.

The future researchers will be able to have knowledge about the

behaviours of the teachers towards effective teaching through G.T.M.

1.7 Limitations

The study is limited to the teachers of the main stream schools

of Lahore. Time was not enough for the researcher to observe all the

teachers’ grammar translation performance in the classes. And also

sample of the experimental group is small.

 CHAPTER: 2

Literature Review

The grammar translation method has its historical origins in the

teaching of Latin, which was the dominant language in universities,

utilities and general intellectual life from the middle ages until the 19th

century. Knowledge of Latin is required for the study of the Bible and

academic purposes, such as studying medical books and legal

documents. In Latin studies focused attention, therefore, the study of

written texts. Knowledge distinguished American "educated people" of

ordinary people. Study of the canon of classical texts of ancient authors

known as Ovid and Cicero was considered morally and aesthetically

uplifting and above all that the study of modern languages could

afford. Speaking American language played a role, as it was a "dead

language" and because there was no real life people, which could serve

as a model for correct phonetic pronunciation. It was not until 1886

that linguists as Wilhelm Vietor, Henry Sweet, and Daniel Jones

created the International Phonetic Alphabet for phonetic description of

sounds in different languages.

 In the nineteenth century, the classical method came to be

known as the grammar translation method. Grammar-Translation

Method began in Germany, or more accurately, Prussia, in the late

eighteenth century and established an almost impregnable position as

the preferred methodology of Prussia Gymnasien after expansion in the

early nineteenth century. The origins of the method are not in an

attempt to teach language, grammar and translation, these are taken for

granted anyway. The original motivation was reformist; traditional

academic approach between individual students in the eighteenth

century had been the students acquire reading knowledge of foreign

languages through the study of grammar and the application of this

knowledge to the interpretation of texts by using dictionary. Most of

them are men and women with higher education were trained in

classical grammar and knew how to apply the familiar categories to

new languages. However scholastic methods of this type are not well

adapted to the abilities of younger students and, on the other hand, the

self-study methods were not suitable for group instruction in the

classroom.

At the end of the 19th century, mainly for political, economic,

military and other practices, some people proposed that public schools

should introduce the study of modern languages such as French and

English was placed beyond doubt that its teaching had to be based on

the methods used for the study of America. Attention is focused on the

study of written texts, therefore, students' native language was the

language used in foreign language classes. The study of a foreign

language was considered something of an intellectual exercise, and

analysis of complex grammatical constructions and translation of

isolated sentences rows in both directions was proof that students could

be embarrassed or show higher cognitive skills. Failure to submit

correct answers are considered a sign of laziness or lower intellectual

qualities and could cause physical punishment.

In the Oxford Advanced Learner's Dictionary of Current

English with Taiwanese translation, grammar is known as "the study or

science of the rules for words in sentences (syntax), and the forms of

words (morphology)." The Longman Dictionary of Contemporary

English defines grammar as "the study of using rules by which words

change form and combined in sentences." In fact, the grammar is

"multidimensional" (Batstone, 1994) and has multiple meanings. It is

generally thought to be a set of rules for the choice of words and

putting words together to make sense. Each language has grammar. It

has been argued that if a language is a building, the words are the

bricks and the grammar is the plan of the architect. One can have a

million bricks, but not make a building without a plan. Similarly, if a

person knows that a million words in English, but does not know how

to put them together, then he cannot speak English (Brumfit, 2000). In

other words, the grammar is a framework for describing languages.

There is no comprehensive and carefully documented history of

grammar-translation. There is evidence that the teaching of grammar

and translation occurred in language teaching through the centuries

(Escher 1928, Kelly 1969), but the usual combination of grammatical

rules with translation into the language as the technical main practice

became popular in the late eighteenth century. One of the best known

of this type of teaching was Meidinger’s Praktische Franz sische

Grammatik (1783). The combination of a short presentation of

grammar points and practice of mass translation as clear teaching

strategy was also applied in Ollendorff language courses which came

into popular use around 1840. The sequential arrangement used by

Ollen Dorff in his classes became standard: a statement from the State,

followed by a vocabulary list and translation exercises. At the end of

the course attempts of translation were made to connect prose passages

(Kelly 1969:52). Ollendorff's method was praised by his

contemporaries as an active method, simple and effective, because as

soon as a rule had been presented was applied in practical translation

sentences short. Other writers of textbooks, for example, Seidenstcker

and Ahn, course in each book, chapter or lesson, combined rules,

vocabulary, texts and phrases which translate as the typical pattern of

grammar translation method. In the second half of the nineteenth

century in Germany Seidenstckers Ploetz French book adapted for

using in schools and therefore the grammar-translation became the

main method of modern language teaching in schools. In his

elementary grammar (1848) Ploetz practice emphasizes the verbal

paradigms, while in the more advanced Schulgrammatik franzosischen

der Sprache (1849) systematic grammar was the central theme of the

course. In the last decades of the nineteenth century, the grammar-

translation was attacked as a cold and lifeless approach to language

teaching, and was blamed for the failure of foreign language teaching.

Most reforms of language teaching in the late nineteenth century and

the first half of the twentieth century arose in opposition to the

grammar-translation.

The grammar-translation method is widely hated by the

instructors of EFL / ESL, even without clearly defining what the

method is. Often serves as a catchall for repetitive language classes,

too academic and boring terminal most of us sit through school.

Classes also are held mainly in the native language of the teacher and

the students, a big no-no world EFL / ESL.

2.1: Five concepts of Grammar Translation Method

At its core, the grammar-translation method seems to embody

five concepts:

2.1.1: Learn the rules of grammar

2.1.2: Translation back and forth between the foreign language

and the student's native language

2.1.3: Memorizing lists of words

2.1.4: The use of exercises and tests so limited

2.1.5: Explicit Error Correction

Never gonna be the last word, because everyone has a different

teaching style and the idea of what is the best. But before discarding

the baby with the bath water, let's consider how one can implement the

five points in a way that leverages their strengths.

2.1.1: Learn the rules of grammar

Do not be crazy for this, because one’s risk charge people in

the theories that fail to carry out the practice. At the same time, it helps

to know some rules. United Kingdom and United State of America are

using verbs and nouns. Learning a few basic rules can help prevent the

internalization of a ton of simple mistakes.

2.1.2: Translation back and forth between the foreign language

and mother tongue speaker

"How does one say _____ in English / Japanese?" It is a very

common question. If one speaks more than one language, probably

field this question a lot. It may be instructive to practice translating,

even fun. Just choose the right material and use the right approach.

Maybe one wants to take it easy on the Beowulf.

2.1.3: Memorizing lists of words

This does not have to be super boring, and the reward is good.

It is often implemented as a writing activity, but no reason why it

cannot be part of the practice of conversation or a mixed approach.

2.1.4: The use of exercises and tests so limited

"The homies cannot have none." Now fill in the blanks. These

are large group activities. That there are plenty of creative exercises

that can strengthen the grammar in a practical and student-centered.

2.1.5: Explicit Error Correction

I'm not a fan of direct correction, because the corrections are

difficult for students to remember and implement, and having their

mistakes handed to anyone on a stick is the motivation as hell. On the

other hand, if one sees a lot of students who make the same mistake,

one may have to point to the class as a whole. Or create another

activity that allows students to see their own mistakes in a non-

confrontational. A friend of someone teaches the use of the plural for

animals with an exercise that shows that "I like dog", a food, not pets.

Me personally, I like flying squirrel, so cute and delicious.

Despite many attacks, grammar-translation is still widely used

now-a-days, even if only as a contributory strategy in combination

with other strategies. A look at many textbooks used today, especially

in the less commonly taught languages, confirms the strength of the

grammar translation. In language programs at universities in English

speaking countries translation texts in the foreign language and has

remained a standard procedure. In the early sixties Dodson (1967)

reaffirmed teaching techniques based on a grammar. Translation

strategy was branded under the name of "bilingual method". The

theory of cognitive learning codes, to be discussed later in this chapter

(sec pp. 461.) has taken up some of the features of the grammar-

translation method.

In the 1970s, two events would have a powerful effect on

language teaching. First, the researchers began to observe the order in

which the students acquired the grammar of the language. The second
event had a significant influence on the course of language teaching

rethinking of the nature of language itself. Instead of being seen as a

set of linguistic systems, language was seen as a tool for

communication. This reconceptualization led directly to the

development of communicative language teaching.

The grammar translation method FLT dominated in the 19th

century and in some respects FLT remains influential to this day.

Proponents of this approach believe that learning a foreign language is

achieved through the constant and rapid translation of the prayers of

the foreign language in the student's native language and vice versa.

Translations require correct written texts (a) knowledge of a lot of

vocabulary, and (b) knowledge of the rules of grammar that allow

students to analyze and understand sentence construction target

language, thus avoiding misinterpretation. Word for word translations

were popular because they were able to demonstrate that students have

understood the grammar underlying a specific phrase.

Typical of this approach, therefore, putting emphasis on rote

learning of long lists of vocabulary 'equations' bilingual learning and

explicit rules of grammar, often in tabular form for the decline and

conjugation of nouns and verbs. In the eyes of the defenders of the

grammar translation method of learning vocabulary diligence and

analysis of the grammatical construction of sentences required

intelligence. Students who did not do translations correctly in both

languages blamed for being either lazy or dumb or both. In any case,

the errors were not to be tolerated and because many people feel, of
this day, that learning a foreign language means learning to translate

phrases from the language to the target language and vice versa, this

approach still has its supporters FLT.

As to what principles can guide us in the teaching of grammar.

Both Hedge and Thornbury (2001) give some decent answers. Hedge

(2000) believes that the presentation of grammar should facilitate

students learning in many ways: it can provide information to realize

the production and the exact forms of English, but can present high

frequency grammatical elements accelerate explicit learning, but it can

provide information about the communicative use of language

structures, contextualizing in oral and written form, but can provide

information implicitly through experience the examples or explicitly

through instruction stylistic variation language form. Thornbury (2001)

summarizes some general rules of grammar teaching: (1) the rule of

grammar teaching context in context, i.e. teaching grammatical forms

in association with meanings (The choice of grammatical form over

another always determined by i.e. speak or write the will to transmit),

(2) the rule of grammar teaching purposes in order to facilitate the

comprehension and production of real language, not as an end in itself

for students , (3) State of Economy-to meet the standard of use, be

economical (saving the presentation time in order to provide maximum

practice), (4) of the Rule of the relevance-only teaching grammar that

students have trouble with (starting by finding out what students

already know, and do not assume that the grammar of English is a

completely different from the students' native language), (5) the State
of Nutra-teaching is not necessarily cause learning, not in any direction

(rather than occurring as flashes of knowledge, language learning is

more often than not a process of gradual approximation instead of

teaching grammar, try to provide the right conditions for learning

grammar). (6) Adequacy Rule interpret all the above rules according to

the levels, needs, interests, expectations, and learning styles of students

(which makes much of the grammar, or it may mean actually teaching

grammar at all, no way in advance). Ellis defines the definition of

teaching grammar in a wide sense: teaching of grammar teaching

technique involves attracting learners' attention to some specific

grammatical form in such a way that helps them to understand that any

metalinguistically and processed in understanding and production so

that they can internalize (Ellis, 2006).

Diane Larsen-Freeman, in her book techniques and Principles

of Language Teaching (1986:13) provides expanded descriptions of

some common techniques / typical closely associated with the

grammar translation method.

2.2: Techniques of Grammar Translation Method

2.2.1: Translation of a literary passage

It is the Translation of a reading passage from target language

by the students into their mother tongue. Then play the following

lessons learned is discussed in the passage of the types of key

vocabulary and language structures. Transition can be extracted from

the target language writing some of the activities, or teachers can write
a well-designed, including grammar and vocabulary. Translation can

be written or oral, or a combination of both. Students should not be

translated idioms literally means, but in a way that they can understand

their meaning.

2.2.2: Reading Comprehension Questions

Students have to answer their reading comprehension on the

basis of the target language. Typically, such a problem, the first group

of problems sequencing requirements contained in the playback

information in the transition. To answer the second set of questions,

the students will be adopted to make inferences on the basis of their

understanding, which means that they will have to answer relating to

navigation even if the answers are not included in the text itself. The

third set of questions, require students through their own experiences.

2.2.3: Antonyms / synonyms

The opposite of a group of words require to the students for

fine read. Require students to find synonyms several sets, can do

similar work. Students may be asked to them according to their

understanding, because they read the words in the language to define a

set. Other drills channel vocabulary, student work is possible. (1983

Allen)
2.2.4: Cognates

Students learn to recognize the match between the audio

language spelling of a word or the types of learning. We also

encourage students to memorize words; looks like homology, but in

the target language are different from the meaning of those native

speakers. Of course, this technique is only useful language share

homology.

2.2.5: Deductive application of Rule

Once students understand the rules, they are expected to be

applied to a number of different examples.

2.2.6: Fill in the blanks

The students received a series of sentences with missing words

to fill out them with a standard syntax, such as prepositions and verbs

with different periods of new vocabulary items or blank.

2.2.7: The storage

Students to obtain a list of vocabulary and language of the

target language and their equivalents need O shops. Students are also

required to recite the rules of grammar and syntax examples, such as

verb conjugation.
2.2.8: Use words in sentences

In order to prove that students understand the meaning and use

of new vocabulary items on the agenda, they are in their new word

sentences.

2.2.9: Composition

The teacher gave the students a topic to write in the target

language and the theme of the basic aspects of reading lesson.

Sometimes, instead of creating a combination will require the student

to prepare a summary of the reading.

According to Prator and Celce-Murcia in teaching English as a

Second Foreign Language (1979:3), the fundamental characteristics of

the grammar translation method are:

1) Classes are taught in the mother tongue, with little active use

of the target language.

2) Much vocabulary is taught in the form of lists of isolated

words.

3) Long elaborate explanations given the complexities of

grammar.

4) Grammar provides the rules for putting words together, and

instruction often focuses on the form and inflection of words.

5) Reading of difficult classical texts is begun early.

6) Little attention is paid to the content of the texts, which are

treated as exercises in grammatical analysis.

 7) Often the only drills are exercises of translating disconnected

sentences from the target language into the mother tongue.

8) It gives little or no attention to the pronunciation.

2.3: The drawbacks of GTM in ELT Situation Pakistan:

Historically speaking, the GTM is the most traditional of all

methods of the status of teaching foreign or second language

worldwide. As one mentioned earlier, had been the primary method in

the ELT situation of Pakistan general educational context. Before

discussing the problems one will see what it had been in ELT situation

of Pakistan.

Usually, in a situation of ELT in GTM, one used the ultimate

goal of learning English as the ability to read and understand the

literature of only the target language. What students really used to

learn the culture of the English language only presented through

literature and fine arts of thae prescribed texts? In a GTM ELT

classroom, students use to learn Englh through prescriptive and

deductive study of English grammar rules followed by the application

of these rules in the translation of sentences nd parts of the proposed

texts of the first language (L1) of the students to the target language or

TL (which was, obviously, English) and vice versa. accuracy, not

fluency, one used to be given the utmost importance. Vocabulary used

to be taught basically through bilingual lists of words, hrough referrals

from bilingual dictionaries, as well as through the emorization of

English words and their meanings straight complementary

explanations and maintaining the interference obvious and requent

direct L1 throughout the teaching and learning process. Reading and

writing are the two language skills focused primarily on this method.

The text was used as all literature consists of prose, poetry, grammar

and other written works. Long extracts great writers used to be the

usual materials. The teacher had to rely on prescriptive lessons,

exercises and ctivities and uncompromisingly full text. The conduct of

lessons teaching was fully oriented to the professor used to be the

keynote authority of the class and students are supposed to be passive

and silent recipients input language until the teacher demanded her

answer questions individually or in cases of lack of understanding or

the teacher instructs go to collective drilling process.

Success in teaching had assumed that students are to be able to

produce grammatically accurate performance written translations of L1

to L2 and investing including written responses to questions from

socio-cultural information on the basis of the texts provided to students

as to language learning materials.

2.3.1: Teaching and Learning Purposes

The purpose of terminals teaching and learning English as a

foreign language in the general context of education in Pakistan is

through oral communication and productions in English writing with

reading comprehension and spoken discourse. However, the purpose of

GTM is not allowing students to communicate through oral and written

productions in the TL, which is here, English. Your ultimate goal

within the limits bounces familiar with the TL culture through

literature presents no real characteristics of the target culture and

language all the time and no artificial simulation of its perfection.

From there, in this age of global communication, in order to learn

English should stretch of written grammatically accurate translations

compositions and oral communication in multi-dimensional multi-

faceted situations.

2.3.2: Presentation of focal Text

The central text of the GTM has been a collection of different

genres (prose, poetry, fiction, etc.), a detailed matrix of grammatical

rules deductive exercises followed by translations and grammatical

productions, which required maximum grammatical accuracy. They

also have been insufficient to achieve the communicative competence

of the students written productions only had emphasized text's

instructions with some complementary practices of reading and

listening skills not talk.

2.3.3: The teaching of grammar

The deductive approach of grammar previously existing GTM

was methodical and detailed to be produced only in the examinations

where students used to be taught to solve grammatical problems and

translate from L1 to L2 and vice versa of isolated sentences or of the

selected composition. Again, these troubleshooting tasks focus all

pleadings, not the speaking, listening and reading skills whose

acquisition is necessary to have a compact communicative

competence.

2.3.4: Students “Enabling Skills”

The end result of GTM in the ELT situation had proved

unsatisfactory in every way. The ELT process of GTM total could do

most of the students English proficiency users achieving equality of

communicative competence in reading, writing, speaking and listening.

2.3.5: Student Paper

In cases of land and other professional communication most

students that have been learned in English GTM fail to communicate

successfully resulted from immediate unconsciousness deductively

memorized grammatical rules immediately after the passage of the

exams.

2.3.6: Role of Teacher

The teacher's role had been absolute authority in the GTM. An

oriented teaching authority this is used to make students depend

entirely lacking teachers and practice of skills resulting from students

being tongue tied while talking spoken communication production.

2.3.7: Role of Students

The role of students in the overall GTM ELT situation of

Pakistan had been in any way a kind of passive inactivity. They were
supposed to remain silent during instructional lessons and were to be

active only during a limited written production task solving and

translations when it used to grammatical problem. Such inactivity

during the peak time of the lesson is used to make students

incompetent in communicating in English.

2.3.8: Conduct of Activities

Teachers used to present lessons in a lecture based. As already

mentioned, the student participation was limited during the classes.

They used to have the opportunity to participate directly asking

teachers only when used to fail to understand certain things. The more

they had found the class in silence, more a teacher uses to be pleased to

have conducted a successful class. Discussions between peers as well

as other peer cooperation activities had been far beyond expectations.

Therefore, we used a gap between students and teachers as well as

deficiencies in the levels of competition and competition among peers

who believes that teachers and students use to stay outside during the

conduct of classes.

2.3.9: Departure of Students

The output of the students in the ELT situation under GTM was

used as exam-oriented. Moreover, the tests were used for all written

tests only the skill with the students had learned to translate from L1 to

L2 or from L2 to L1 and accuracy with which they were able to solve

the problems of the sentences grammatical isolated. In fact, such

personification of linguistic production is practically sufficient for the

communicative competence of foreign language / second that the

integration of the four skills (reading, writing, listening and speaking)

is rudimentary.

The grammar translation method can make the language

learning experience boring and monotonous. The grammar translation

method can also left the students with a sense of frustration when

traveling to countries that use the target language (they cannot

understand what people are saying and have to fight hard to express in

the level more basic). This method is not about to encourage the

students' communicative competence.

2.4: CLT to find problems GTM

If the GTM is the most traditional of all approaches to teaching

ESL / EFL, CLT is the last of them worldwide. The purpose of that is

using the foreign language or TL (in this case, English)

communicatively with the integration of the four basic language skills

reading, writing, listening and speaking. Therefore, the aim of all

instructions of this approach is the communicative competence in the

TL. Activities which are intended to establish an interactive connection

between users and the phenomenon TL which are belonging to the

right at the time of use of TL using the strategic process of sense-

making and negotiating meaning. In short, it is the method of teaching

SL / FL includes all effective techniques methods ever proposed

approaches in order to allow students TL efficient communicators.

 Considering the drawbacks of GTM, which one mentioned, the

CLT techniques and activities seem to be the most effective measure of

the application in the current ELT in Pakistan for a number of reasons:

Considering that the aim of GTM had been delimited only to

have students become familiar with the culture and the arts of the TL,

CLT attempts to get students to communicate in the TL with the

integration of the four basic language skills of reading , writing,

listening and speaking.

While GTM textbook has been the compilation of different

genres and extensive deductive rules of grammar to translate and to be

solved as syntactic parts isolated, CLT text book is supposed to contain

not only the different literary genres, but also authentic, facts and

actual samples of speech TL with exercises based on the context of the

corresponding inductive grammar and various listening, speaking,

reading and writing tasks and activities.

While in GTM, grammar was taught emphasizing deductive

rules out thorough and grammar of the students were used to be

considered based on problem solving tasks of isolated sentences, in

CLT, only essential grammatical taught through inductive tasks based

on context and activities that emphasize accuracy not thorough, but in

general linguistic negotiation of meaning.

While in the GTM, students were expected to produce written

results of grammar and translation, in the CLT students have to

practice receptive skills of reading and writing, as well as the

productive skills of speaking and writing simultaneously in almost

every lesson.

While students were to be passive and silent during GTM

classes, students, including the more timid ones are essential to

actively participate in the various tasks and activities during the

lessons.

While in the GTM lessons used to be the talk focused on the

CLT lessons are action-oriented. Thus, GTM, there were only isolated

written grammatical tasks and troubleshooting and translation activities

done individually by students and CLT, activities such as pair-work,

group work and collective works, in addition to individual

performances are to be carried out in almost every lesson to ensure the

integration of the four main language skills.

2.5: The positive views about the grammar translation method

Duff, unlike behaviorists, has a positive view of the role of the

mother tongue of the student in the acquisition of a second language.

He says that our mother tongue is our way of thinking and, to some

extent shapes our use of language (word choice, word order, sentence

structure, etc). Translation helps us understand the influence of one

language by another, for example, areas of possible errors caused by

negative transfer from the first language. Fully aware of the

interference, the students try to avoid making these mistakes when

performed in the second language. When errors occur, students will be

able to explain why and try not to make the same mistakes again.
 Chellapan (1982) in his article "Translanguage, translation and

second language acquisition," says:

"The translation can make the student comes to grips closer to

the target language. A simultaneous awareness of two media could

actually make the student see the points of convergence and divergence

with perfect clarity and perception tools and analysis resulting in

divergent thinking. "

A contrastive analysis, as in comparative linguistic studies, "is

indeed very important for the second language learner. Therefore the

translation of one form or another may play a role in language

learning" (Stern, 1991). By adopting a contrastive study approach,

similar to the interlinear translation used in comparative linguistics,

pedagogical translation not only help reveal the structural

characteristics of L1 and L2 through and explain the similarities and

differences in the various linguistic levels between the two language

for the student, but for the representation of these structures in the form

of L2 fit all standards, produces a readable TT (white text) for easy

reference of the student.

Critics point out that the method usually creates a teacher-

centered classroom, with no opportunity to practice speaking. It is true

that learning the tedious grammar rules and vocabulary lists no longer

prepares students to communicate in real-life situations. If you do a

quick search for "grammar-translation method", you'll probably notice

something surprising. Anyway, I did. Many descriptions of the method

(what one conceives to be) used about the same verbiage, it sounds like
everything just repeating everyone else. In addition, there is no

shortage of hyperbole.

The conversion of the grammar is an ancient method that was

originally used to teach dead language. The grammar translation

method is a well established method that has long been used to teach

some of the world's major languages.

According to the famous linguist / selfish Seeroi K on why are

Japanese so bad at English? One reason that students cannot speak

English they do not have enough opportunities to practice. And, of

course, to the extent that people are quietly studying word lists and

grammar rules, their speaking time is necessarily limited. But there is

no reason why the grammar-translation method cannot be used as a

supplement to a more communicative. Learn the rules of grammar and

vocabulary of a third of the class, after practicing with them in a

conversation spoken by the rest or make one out of five classes of a

class of grammar. We live in an abundant universe with options.

Actually, this is a bit more academic paper that advocates a balanced

approach.

"America has been studied for centuries, with the primary

objectives of learning to read classical Latin texts, understanding the

basics of grammar and translation, and gaining insight into some

important foreign influences Latin has had on the development of other

European languages. The method used to teach mostly gave these

goals in mind, and became known as classical method which is known

best in educational circles as foreign language Grammar translation

Method".

Howatt in his book, the empirical evidence of the influence of

the L1 in interlanguage (1984: 98) notes the classic method (Grammar

Translation Method) was initially associated with the teaching of Latin

and - to a lesser extent - the ancient Greek.

The aim of the teaching of Latin and Greek was (and is)

obviously not for students to be able to talk to them. The goals were /

are rather develop:

• Logical thinking

• Intellectual capacity to achieve an overall effect of education

and civilization

• The ability to read the original texts in the languages in

question, at least to the best students.

Interestingly, Howatt (1984: 131) also states: "The grammar

and translation are not really distinctive features of GTM, as they were

already well-accepted as basic principles of language teaching. The

novelty was the use of phrases invented graded rather than authentic

literary texts in order to make language learning easier. "

The grammar translation method is still common in many

countries even popular. Incremental Brown in his book Speech and

Language (1994) tries to explain why the method is still used to

declare:

"This approach requires expertise on the part of teachers."

"The grammar rules and translation tests are easy to build and

can be marked objectively."

"Many standardized tests of foreign languages still do not attempt to

prove their communication skills, so that students have little

motivation to go beyond grammar analogies, translations and other

written exercises."

The investigations include: Stern, HH (1992) in his book

"Issues and Options in Language Teaching" indicates "contrastive

analysis, like comparative linguistic studies, is indeed very important

for the second student language. Therefore the translation of one form

or another may play a role in language learning. "

Brown, HD (1994), in his principles of language learning and

teaching, said: "It is hardly any language, in order to improve the

students' communicative ability."

Cunningham, C. (2000) in the "Translation in the classroom: a

useful tool for second language acquisition" paper indicates "while

there may indeed be some negative effects of the use of translation,

there is a place in the learning environment for translating . Translation

may contribute to the acquisition of the target language of the students,

at all levels. "

Austin J Damiani (2003) in his article "The Grammar

Translation Method of Language Teaching" states "As a teacher, I

liked the translation method of the grammar, it may create the

intelligence of my students, I could talk to them as smart people are,

and we could talk about the Liao (2003) investigated the attitudes
school English teachers' stats to CLT in China the first phase of survey

study reported most Chinese teachers support the implementation of

CLT as the results indicated that among the 302 participants, 94%

responded favorably to CLT and were willing to practice it. Interviews

in the study of the second phase, four respondents were selected from

survey participants showing positive attitudes towards CLT. Teachers

agreed with CLT as "the teacher must take into account the needs of

students" and "the goal of the class is for students to communicate

easily in real life situations."

Chang’s (2000) Study of Taiwan Chang survey investigated the

attitudes school English teachers 110 high 'to CLT and CLT practice.

The results showed that school English teachers High Taiwanese have

positive attitudes towards CLT. On the other hand, teachers who have

positive attitudes towards CLT tend to use more communicative

activities in their classroom practice.

In the Western world, the "foreign" language learning in

schools was synonymous with learning Latin or Greek. America,

thought to promote intellectuality through "mental gymnastics" was

only until relatively recently held to be essential for proper higher

education. Latin was taught by what has been called the classical

method: focus on grammatical rules, memorization of vocabulary and

of various declensions and conjugations of translation of texts, written

exercises. (Brown, D. H., 1994).

In other languages began to be taught in educational institutions

of the eighteenth and nineteenth centuries, the classical method was

adopted as the primary means for teaching foreign languages. Little

attention was given to teaching oral language use. After all, languages

were not taught communication primarily to learn oral / aural but to

learn for the sake of being "scientific" or, in some cases, to obtain a

reading proficiency in a foreign language. As there was little or no

theoretical research on second language acquisition in general, or in

the acquisition of competence in reading, foreign languages are taught

as any other skill taught.

The Grammar-Translation Method was an attempt to adapt

these traditions to the circumstances and needs of the schools. Its main

objective was to make it easier to learn languages. The central feature

was the replacement of traditional texts exemplary sentences.

Grammar-Translation was the descendant of German scholarship, in

order that, as one of his less charitable critics, was "to know everything

about something more than the thing itself" (W HD Rouse, cited in

Kelly 1969).

Stern, HH (1992) in his book "Issues and Options in Language

Teaching" indicates "contrastive analysis, like comparative linguistic

studies, is indeed very important for the second language learner. By

thus, the translation of one form or another may play a role in language

learning. "

Brown H.D. (1994), in his Principles of language learning and

teaching, says "It does virtually nothing to improve the student's

communicative ability in the language."

 Cunningham, C. (2000) in the "Translation in the classroom: a

useful tool for second language acquisition" paper indicates "while

there may indeed be some negative effects of the use of translation,

there is a place in the learning environment for translating . Translation

may contribute to the acquisition of the target language of the students,

at all levels. "

Austin J Damiani (2003) in his article "The Grammar

Translation Method of Language Teaching" states "As a teacher, I

liked the translation method of the grammar, it may create the

intelligence of my students, I could talk to them as smart people are,

and we could talk about the grammar and vocabulary I was teaching.

In another method, I would have had to use simple language and

familiar phrases to communicate in the target language, and yet could

not be sure that my students knew and understood what was said. "
 Chapter: 3

Methodology

3.1: Nature of Research

This research is based on quantitative research and to obtain

detailed information about any research question, a questionnaire was

made and then filled with the help of a survey. For this process,

different mainstream schools of Lahore were chosen.

3.2: Population

The research population for the research is all the English

teachers from different mainstream schools in Lahore.

3.3: Sampling

25 teachers from the Department of English of different

Government Sector were taken as the sample of the research.

3.4: Instrument

The tool or instrument which is used in my research is

questionnaire. Questionnaire is a set of questions on a form submitted

to a number of people in order to collect statistical information. The

purpose of using this tool is to discover the participant’s attitudes,

emotions and motivation for teaching English through grammar

translation method.

3.5: Methodology

This study was carried out with the help of the questionnaire

survey. The questionnaires were given to 25 people to fill them.

Participants were asked to complete a survey on "the limitations of the

teachers in grammar translation method".

It was made sure that all the questionnaires were administered

in the presence of the researcher. The total number of participants was

25. Both male and female participants were involved in this research.

3.6: Data Analysis:

The collected data of all the questionnaires filled by the

respondents, was analyzed by getting the percentages of all the

responses and then their graphs were made.

 Chapter: 4

Data Analysis

The tool, used in this research is questionnaire. 18 questionnaires

were made with 18 questions each. The given options were; strongly agree,

agree, neutral, strongly disagree and disagree. All the questions were solved

by the main stream schools teachers.

The main objective of conducting this research was to analyze the "Limitations of

teachers in Grammar Translation Method."

LEGENDS:

Strongl Agree Neutral Strongly Disagree

y Agree Disagree
1 2 3 4 5
 Question 1 Strongl Agree Neutral Disagree Strongly
y Agree Disagree
I listen the translation from
every student in a large
classroom. 0 5 0 11 2
%age 0% 28% 0% 61% 11%

1)I listen the translation from every student in

a large classroom.
70%
61%
60%
50%
40%
28% 30%
20%
11%
10%
0% 0%
0%
5 4 3 2 1

In the first question, 0% teachers are strongly agree in listening

the translation from every student in a large class, 28% teachers are

agree, 0% teachers are neutral, 61% teachers are disagree with the

statement and 11% teachers are strongly disagree with the very

statement.
 Question 2 Strongl Agree Neutral Disagree Strongly
y Agree Disagree
I ask the comprehension
questions from every student in
large classroom.
2 1 7 6 2
%age 11% 6% 39% 33% 11%

2)I ask the comprehension questions from

every student in large classroom.
45%
39% 40%
33% 35%
30%
25%
20%
11% 11% 15%
10%
6%
5%
0%
5 4 3 2 1

In the second question, 11% teachers are strongly agree with

the statement that they ask the comprehension questions from every

student in large classroom, 6% teachers are agree while 39% teachers

are neutral with the statement, 33% teachers are disagree and 11%

teachers are strongly disagree with the statement.

 Question 3 Strongly Agree Neutral Disagree Strongly
Agree Disagree
Every student in a large
classroom comprehends the
lecture regarding grammar
rules. 0 6 3 5 4
%age 0% 33% 17% 28% 22%

3) Every student in a large classroom

comprehends the lecture regarding grammar
rules.
33% 35%
28% 30%
22% 25%
17% 20%
15%
10%
5%
0%
0%
5 4 3 2 1

In the third question, 0% teachers are strongly agree with this

that every student in a large classroom comprehends the lecture

regarding grammar rules, 33% teachers are agree while 17% teachers

are neutral about the statement, 28% teachers are disagree and 22%

teachers are strongly disagree with the very statement.

 Question 4 Strongly Agree Neutral Disagree Strongly
Agree Disagree
I give feedback of
comprehension questions to
everyone in a large class. 0 9 2 3 4
%age 0% 50% 11% 17% 22%

4) I give feedback of comprehension questions

to everyone in a large class.
60%
50%
50%

40%

30%
22%
17% 20%
11%
10%
0%
0%
5 4 3 2 1

In the forth question, 0% teachers are strongly agree with the

statement that they give feedback of comprehension questions to

everyone in a large class while 50% teachers are agree with the very

statement, 11% are neutral, 13% teachers are disagree and 22%

teachers are strongly disagree with the given statement.

 Question 5 Strongly Agree Neutral Disagree Strongly
Agree Disagree
I co-relate the grammar rules
with the contents of text book. 9 5 3 1 0
%age 50% 28% 17% 6% 0%

5) I co-relate the grammar rules with the

contents of text book.
60%
50%
50%

40%
28% 30%

17% 20%

6% 10%
0%
0%
5 4 3 2 1

In the fifth question, 50% teachers are strongly agree that they

co-relate the grammar rules with the contents of textbook while 28%

teachers are agree with the given statement, 17% teachers are neutral,

6% teachers are disagree and 0% teachers are strongly disagree with

the given statement.

 Question 6 Strongl Agree Neutral Disagree Strongly
y Agree Disagree
I teach the use of prepositions
through GTM. 4 6 4 3 1
%age 22% 33% 22% 17% 6%

6) I teach the use of prepositions through GTM.

33% 35%

30%

22% 22% 25%

20%
17%
15%

10%
6%
5%

0%
5 4 3 2 1

In the sixth question, 22% teachers are strongly agree with the

statement that they teach the use of prepositions through Grammar

Translation Method while 33% teachers are agree, 22% teachers are

neutral with the statement, 17% teachers are disagree and 6% are

strongly disagree with the given statement.

 Question 7 Strongl Agree Neutral Disagree Strongly
y Agree Disagree
I make students able to discuss
their lesson in class.
10 4 2 2 0
%age 56% 22% 11% 11% 0%

7) I make students able to discuss their lesson

in class.
56% 60%

50%

40%

30%
22%
20%
11% 11%
10%
0%
0%
5 4 3 2 1

In the seventh question, 56% teachers are strongly agree with

the given statement that they make students able to discuss their lesson

in class while 22% teachers are agree, 11% teachers are neutral, 11%

teachers are disagree and 0% teachers are strongly disagree with the

given statement.
 Question 8 Strongly Agree Neutral Disagree Strongly
Agree Disagree
I discuss the similarities of
rules in Urdu and English
languages.
9 5 4 0 0
%age 50% 28% 22% 0% 0%

8) I discuss the similarities of rules in Urdu and

English languages.
60%
50%
50%

40%
28% 30%
22%
20%

10%
0% 0%
0%
5 4 3 2 1

In the eighth question, 50% teachers are strongly agree that

they discuss the similarities of rules in Urdu and English languages

while 28% are agree, 22% are neutral about the given statement, 0%

teachers are disagree and 0% teachers are strongly disagree with the

given statement.
 Question 9 Strongly Agree Neutral Disagree Strongly
Agree Disagree
Tenses can be taught the best
through GTM. 6 7 3 1 1
%age 33% 39% 17% 6% 6%

9) Tenses can be taught the best through GTM.

45%
39% 40%
33% 35%
30%
25%
17% 20%
15%
10%
6% 6%
5%
0%
5 4 3 2 1

In the ninth question, 33% teachers are strongly agree that

tenses can be taught the best through Grammar Translation Method

while 39% teachers are agree with the given statement, 17% teachers

are neutral about the given statement, 6% teachers are disagree and 6%

teachers are strongly disagree with the given statement.

Question 10 Strongly Agree Neutral Disagree Strongly

 Agree Disagree
I have full command on
native and target languages. 3 10 3 2 0
%age 17% 56% 17% 11% 0%

10) I have full command on native and target

languages.
56% 60%

50%

40%

30%

17% 17% 20%

11%
10%
0%
0%
5 4 3 2 1

In the tenth question, 17% teachers are strongly agree that they

have full command on native and target languages while 56% teachers

are agree, 3% teachers are neutral, 11% teachers are disagree and 0%

teachers are strongly disagree with the given statement.

 Question 11 Strongly Agree Neutral Disagree Strongly
Agree Disagree
I give examples from
environment which enhance
the interest of the students. 8 5 3 2 0
%age 44% 28% 17% 11% 0%

11) I give examples from environment which

enhance the interest of the students.
50%
44%
45%
40%
35%
28% 30%
25%
17% 20%
11% 15%
10%
5%
0%
0%
5 4 3 2 1

In the eleventh question, 44% teachers are strongly agree that

they give examples from environment which enhance the interest of

the students while 28% teachers are agree, 17% teachers are neutral,

11% teachers are disagree and 0% teachers are strongly disagree with

the given statement.

 Question 12 Strongl Agree Neutral Disagree Strongly
y Agree Disagree
After the translation of few
lessons students become
independent in translating the
other lessons. 0 8 8 2 0
%age 0% 44% 44% 12% 0%

12) After the translation of few lessons

students become independent in translating
the other lessons.
44% 44% 50%
45%
40%
35%
30%
25%
20%
11% 15%
10%
0% 0% 5%
0%
5 4 3 2 1

In the twelfth question, 0% teachers are strongly agree while

44% teachers are agree that after the translation of few lessons students

become independent in translating the other lessons, 44% teachers are

neutral, 12% teachers are disagree and 0% teachers are strongly

disagree with the given statement.

Question 13 Strongly Agree Neutral Disagre Strongly

 Agree e Disagree
I give alternative words of a
difficult word. 8 9 1 0 0
%age 44% 50% 6% 0% 0%

13) I give alternative words of a difficult word.

60%
50%
50%
44%
40%

30%

20%

6% 10%
0% 0%
0%
5 4 3 2 1

In the thirteenth question, 44% teachers are strongly agree

while 50% teachers are agree with the given statement that they give

alternative words of difficult word, 6% teachers are neutral, 0%

teachers are disagree and 0% teachers are strongly disagree with the

given statement.

Question 14 Strongly Agree Neutral Disagree Strongly

Agree Disagree
I teach vocabulary through
antonyms. 7 7 2 2 0
%age 39% 39% 11% 11% 0%

14) I teach vocabulary through antonyms.

45%
39% 39% 40%
35%
30%
25%
20%
15%
11% 11%
10%
5%
0%
0%
5 4 3 2 1

In the fourteenth question, 39% teachers are strongly agree

while 39% teachers are agree with the given statement that they teach

vocabulary through antonyms, 11% teachers are neutral, 11% teachers

are disagree and 0% teachers are strongly disagree with the given

statement.
 Question 15 Strongly Agree Neutral Disagree Strongly
Agree Disagree
I make sentences to give the
meaning of a difficult word. 11 4 1 1 1
%age 61% 22% 6% 6% 6%

15) I make sentences to give the meaning of a

difficult word.
70%
61%
60%
50%
40%
30%
22%
20%
6% 6% 6% 10%
0%
5 4 3 2 1

In the fifteenth question, 61% teachers are strongly agree while

22% teachers are agree with the given statement that they make

sentences to give the meaning of a difficult word, 6% teachers are

neutral, 6% teachers are disagree and 6% teachers are strongly disagree

with the given statement.

 Question 16 Strongl Agree Neutral Disagree Strongly
y Agree Disagree
I ensure that the newly learnt
words will be used by the
learners in writing. 5 10 3 0 0
%age 28% 56% 17% 0% 0%

16) I ensure that the newly learnt words will be

used by the learners in writing.
56% 60%

50%

40%
28% 30%

17% 20%

10%
0% 0%
0%
5 4 3 2 1

In the sixteenth question, 28% teachers are strongly agree while

56% teachers are agree with the statement that they ensure that the

newly learnt words will be used by the learners in writing, 17%

teachers are neutral, 0% teachers are disagree and 0% teachers are

strongly disagree with the given statement.

 Question 17 Strongly Agree Neutral Disagree Strongly
Agree Disagree
I check the comprehension
questions in learners’ copies. 6 5 4 3 0
%age 33% 28% 22% 17% 0%

17) I check the comprehension questions in

learners’ copies.
33% 35%
28% 30%

22% 25%

17% 20%
15%
10%
5%
0%
0%
5 4 3 2 1

In the seventeenth question, 33% teachers are strongly agree

while 28% teachers are agree with the given statement that they check

the comprehension questions in learners’ copies, 22% teachers are

neutral, 17% teachers are disagree and 0% teachers are strongly

disagree with the given statement.

 Question 18 Strongly Agree Neutral Disagree Strongly
Agree Disagree
I ask the learners
to write the
summary of the
translated lesson
to check their
comprehension. 9 7 2 0 0
%age 50% 39% 11% 0% 0%

18) I ask the learners to write the summary of

the translated lesson to check their
comprehension.
60%
50%
50%
39%
40%
30%
20%
11%
10%
0% 0%
0%
5 4 3 2 1

In the eighteenth question, 50% teachers are strongly agree

while 39% teachers are agree with the given statement that they ask

learners to write the summary of the translated lesson to check their

comprehension, 11% teachers are neutral, 0% teachers are disagree and

0% teachers are strongly disagree with the given statement.

 Chapter: 5

Conclusion

5.1: Findings

 Majority of the teachers disagreed that they listen translation from

every student in a large classroom and a few of them agreed with

the statement because it is not possible to listen translation from

each and every student in a large classroom as the available time is

short.

 It is disagreed by the majority from the statement that it is

impossible to ask comprehension question from every student in a

large classroom just because of shortage of time and it is agreed by

the minority of the teachers that they ask comprehension question

from every student in a large classroom.

 It is disagreed by the majority with the statement that it is not

possible to comprehend the lecture regarding grammar rules to

every student in a large classroom just because of the size of the

class and minority of the teachers agreed that they comprehend the
 lecture regarding grammar rules to every student in a large

classroom.

 It is acknowledged by the majority that they give feedback of

comprehension questions to everyone in a large classroom and it is

opposed by the minority that it is not possible to give feedback of

comprehension questions in a large classroom because of shortage

of time and the size of the class.

 Majority of the teachers is agreed that they co-relate the grammar

rules with the contents of text book and minority of the teachers is

disagreed with the statement that they do not co-relate the grammar

rules with the contents of text book because they are unable to do

so.

 It is acknowledged by the majority of the teachers that they teach

the use of prepositions through Grammar Translation Method and

it is opposed by the minority that it is impossible for them to teach

the use of prepositions through Grammar Translation Method

because they do not know about the usage of the preposition.

 Majority of the teachers is agreed that they make the students able

to discuss their lesson in class and minority of the teachers is

disagreed with the statement that it is not possible for them to make

students able to discuss their lesson in class because they do not

know how to manage that when they make the students able to

discuss their lesson in the class.

 Majority of the teachers is agreed that they discuss the similarities

of rules in Urdu and English Languages and none of them is

 disagreed with the statement that it is impossible to discuss the

similarities of rules in Urdu and English Languages.

 It is acknowledged by the majority that tenses can be taught the

best through Grammar Translation Method and minority of the

teachers is opposed that it is not possible to teach tenses in a best

way through Grammar Translation Method because they have little

bit knowledge about the tenses.

 Majority of the teachers is agreed that they have full command on

native and target languages and minority of the teacher is disagreed

that they have not full command on both native and target

languages because their main focus is using of native language

rather than using of target language.

 It is acknowledged by the majority that they give examples from

the environment which may enhance the interest of the students

and it is opposed by minority because they are unable to give

examples from the environment which may enhance the interest of

the students just because of lack of knowledge about environmental

examples which will be suitable for the students.

 Majority of the teachers is agreed that after the translation of few

lessons students become independent in translating the other

lessons and minority of the teachers is disagreed that after the

translation of few lessons students are dependent on teachers to

translate the other lessons because they do not fully understand

about the translating the lessons.

 It is acknowledged by the majority that they give alternative words

of a difficult word while teaching the students and none of them is

opposed the given statement.

 Majority of the teachers is agreed that they teach vocabulary

through antonyms while teaching to the students and minority of

the teachers is disagreed with the given statement that they do not

teach vocabulary through antonyms because they do not know

about the opposite words of vocabulary.

 It is acknowledged by the majority that they make sentences to

give the meaning of a difficult word and minority is opposed the

statement that they do not make sentences to give the meaning of a

difficult word while teaching because they are unable to make

sentences to give better understanding of difficult word.

 Majority of the teachers is agreed that they ensure that the newly

learnt words will be used by the learners in writing and none of

them is disagreed with the statement that they do not ensure that

the newly learnt words will be used by the learners in writing.

 It is acknowledged by the majority that they check the

comprehension questions in learners’ copies and it is opposed by

the minority that they do not check the comprehension questions in

learners’ copies because they are unable to do so just because of

large classroom and shortage of time.

 Majority of the teachers is agreed that they ask the learners to write

the summary of the translated lesson to check their comprehension

and none of them is disagreed with the given statement that they
 ask the learners to write the summary of the translated lesson to

check their comprehension.

5.2. Conclusion

Translation method is a traditional method of teaching target

language. Both the target language and the native language are used.

Each language has grammar. It has been argued that if a language is a

building, the words are the bricks and the grammar is the plan of the

architect. In other words, the grammar is a framework for describing

languages. In the last decades of the nineteenth century, the grammar-

translation was attacked as a cold and lifeless approach to language

teaching, and was blamed for the failure of foreign language teaching.

At its core, the grammar-translation method embodies five concepts;

Learn the rules of grammar, translation back and forth between the

foreign language and the student's native language, memorizing lists of

words, the use of exercises and tests so limited, and explicit error

correction. Everyone has a different teaching style and cannot follow

already given rules or concepts completely, this thing adds to the

limitations of a person in doing something. There are some techniques

which lie under Grammar Translation Method: 1) Translation of a

Literary Passage, 2) Reading Comprehension Questions 3)

Antonyms/Synonyms 4) Cognates 5) Deductive Application of Rule 6)

Fill in the Blanks 7) Memorization 8) Use words in Sentences 9)

Composition. There are some fundamental characteristics of Grammar

Translation Method: 1) Classes are taught in the mother tongue, with

little active use of the target language. 2) Much vocabulary is taught in

the form of lists of isolated words. 3) Long elaborate explanations

given the complexities of grammar. 4) Grammar provides the rules for

putting words together, and instruction often focuses on the form and

inflection of words. 5) Reading of difficult classical texts is begun

early. 6) Little attention is paid to the content of the texts, which are

treated as exercises in grammatical analysis. 7) Often the only drills are

exercises of translating disconnected sentences from the target

language into the mother tongue. 8) It gives little or no attention to the

pronunciation. The aim of the teaching of Latin and Greek was (and is)

obviously not for students to be able to talk to them. The goals were /

are rather develop:

• Logical thinking

• Intellectual capacity to achieve an overall effect of education and

civilization

• The ability to read the original texts in the languages in question, at

least to the best students.

The research is a quantitative in nature and was processed

through a questionnaire based upon Lickert Scale. Each questionnaire

was containing 18 questions and they were filled by 25 teachers of

main stream schools of Lahore in the presence of the researcher. The

collected data was analyzed by getting the percentages of the responses

about all the questions and then their graphs were made.
5.3. Recommendations

Teachers should divide a large classroom into different groups

and give different task to them related to Grammar Translation

Method.

Future researchers can get ample help from this study. They

can make a more generalizable research by selecting a larger sample.

Teachers should ask more and more comprehension questions

from the students in order to make better their performance in GTM.

Teachers should use synonyms and antonyms while teaching

through GTM.

The teachers should make the students participate actively in

the classroom. Students should not be made passive readers or writers.

Teachers should let the students interact with each other in the

form of pairs and groups by giving them different tasks.