The Grammar Translation Method

UNIT TWO:THE GRAMMAR TRANSLATION METHODINTRODUCTION:

The grammar-translation method is the oldest method of teaching a foreign language. The method
dominated European and foreign language teaching over the late nineteenth century to the early
twentieth century. It is being used in our schools all over the country.
Those who use it believe that to learn a foreign language like English, the best way is to first
memorize the rule of its grammar.
The rest of the task becomes easier.
They also believe that reading and writing (written-medium skills) in the foreign language as more
important than speaking and listening (sound-medium skills).
CLASSROOM OBSERVATION
Lets us try to understand how it works via visiting an IMAGINARY CLASS where the teacher is using
the method.
LESSON PLAN
The teacher is reading the text and translating it part by part into Arabic (the learners' mother
tongue).
The teacher asks in Arabic if any student has any questions.
If a question is asked, the answer is given in Arabic too.
-The teacher now asks comprehension questions which follows The text. student round the class try
to answer the question.
-The teacher decides if the answers are right or wrong. If wrong, he asks different students, or he
answers.
Students translate new words from English into Arabic.
-The teacher now teaches an aspect of the tense a system, the present perfect tense, an example of
which s/he takes from the text. S/he explains that the sentence. They have seen the man in the
street' is in the present perfect tense, where "have seen" )‫ (لقد شاهدوا‬means. This is like )‫ (شاهدو‬in
Arabic. )‫ (شاهدوا‬he says, is in the past tense and the English word for it is they 'saw' not have seen’.
-The teacher gives the rules for any other grammar items/he takes from the text.
Students apply the rules to write example sentences.
-The teacher translates difficult words into Arabic, which students memorize.
-Students write example sentences using each word Students do some more grammar exercises.
-Students now write a composition similar to the one they have read.
Reflecting on this imaginary classroom, we can conclude the principles of the grammar-translation
method under what a method entails or the elements of a method we highlighted in the previous
module.

a) VIEW OF LANGUAGE
Language is a rule-governed system consisting of grammar and vocabulary. Therefore, long
elaborate explanations of the intricacies of grammar are given. Meanwhile, much vocabulary is
taught in the form of lists of isolated words.
Literary language is superior to spoken language. It is possible to find mother-tongue equivalents for
all words of the language you are learning (TL). Thus, classes are taught in the mother tongue, with
little active use of the target language.

b) VIEW OF LEARNING
The ability to communicate orally in the target language is not the goal of foreign or second language
instruction. You learn better by trying to find out similarities and differences between different
aspects of your mother-tongue and the target language. Learning grammatical rules and sentence
structures is important Knowledge of the rules of the language can be applied automatically for
communication.
c) THE LEARNING PROCESS AND TECHNIQUES
What follows is a summary list (based on Freeman, 1986:13, in her book Techniques and Principles
in Language Teaching) of some typical techniques closely associated with the Grammar Translation
Method
1) Translation from a literary passage.
2) Reading comprehension questions
3) Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words).
4) Cognates (Learning spelling/sound patterns that correspond between L1 and the target
language)
5) Deductive Application of Rule (Understanding grammar rules and their exceptions, then
applying them to new examples)
6) Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar
type).
7) Memorization (Memorizing vocabulary lists, grammatical rules, and grammatical paradigms)
8) Use Words in Sentences (Students create sentences to illustrate they know the meaning and use
of new words)
9) Composition (Students write about a topic using the target language)
10)No need for participatory pair or group work
d) TEACHER'S ROLEA
teacher is an ultimate controller
- S/he is the ultimate authority
- S/he does most of the talking
- • S/he controls the content, material, and pace of the learning process
- S/he is active most of the time

- e) LEARNERS ROLE
- They have very little or no free will
- They give little, most of the time they take
- They do not interact with their fellow learners
- They sit passively most of the time
A CRITICAL LOOK AT THE GRAMMAR-TRANSLATION METHOD
After going through the discussion about the GTM so far. you must have formed some ideas about it.
One may as: Is anything good about this method? Certainly, there are some advantages but the
question is does it deserve it?

Among the advantages of this method is that it requires few specialized skills on the part of teachers
and therefore, it can be very useful for less-experienced teachers. The teacher does not have, for
example, to be able to speak the target language. Also tests of grammar rules, vocabulary, and
translation are easy to construct and can be objectively scored. It is the least stressful method for
students because almost all teaching occurs in their native language and students are rarely called
upon to speak the language in any communicative fashion. The GTM can be useful in large classes. It
gives plenty of practice in reading grammar rules and translation. Finally, it is time-saving.
Despite the above advantages of the GTM, some drawbacks offset the advantages.
Among the main drawbacks is the fact that the method is not based on a learning theory. Put
differently, no literature offers a rationale or justification for it that attempts to relate it to issues in
linguistics, psychology, or educational theory. Another drawback is GTM has no room for or acy
skills (i.e., listening and speaking), which are fully neglected. Very little or no opportunity is given to
practice listening or speaking This, in turn, results in having a tongue-tied learner, who is unable to
use the language orally to express him/her self. It leaves learners with a sense of frustration
especially when they are in direct contact with native speakers of the language and they find
themselves unable to understand what they say. What is more, is that they struggle mightily to
express themselves at the most basic level. Adding insult to injury, learners cannot use the target
language to communicate with their peers due to the lack of student-student interaction. Moreover,
the language learning experience in itself is uninspiring, rather boring since the learners remain
passive and least interested in the learning process. A further drawback is that knowing about the
language cannot be as equally important as being efficient in using the language itself as a means of
expression. In principle, GTM tells how the language is structured but does not provide real practice
in using the language.
 SUMMARY
So far, in this unit, we have come to know that GTM stresses the teaching of literary texts and grammar
rules and forms. It is thought that knowledge of the rules alone makes a learner able in its use. Little
or no attention is given to developing the listening and speaking abilities of the learner. On the
contrary, reading literary texts and answering comprehension questions seem to be the main aim.
Although free writing makes part of the learning process, itis thought that sentence-level writing
alone, which you before you are asked to write compositions, will develop your writing abilities. You
are always allowed to use your mother tongue, and you have no purpose in the classroom for any real
use of the target language. This kind of teaching is highly inadequate to teach learners the use of a
second or a foreign language. Therefore, teachers and experts thought of a more effective way of
teaching languages. Their attempt resulted in what is known as THE DIRECT METHOD, which we will
examine in the next module.
 INTRODUCTION
Towards the end of the late 1800s, teachers who were frustrated by the limits of the Grammar
Translation Method in terms of its inability to create "communicative competence students, began to
experiment with new ways of teaching language. Teachers began attempting to teach foreign languages
in a way that was more similar to first language acquisition. That is just as a child learns his language
naturally without the help of any written rules, so can we learn any other language. The Direct Method
incorporated techniques designed to address all the areas that the Grammar Translation did not namely
oral communication, more spontaneous use of the language, and developing the ability to "Think in the
target language. In effect, the Direct Method tried to establish a strong bond between the learner and the
language via conversing. Reading and writing without any resort to the mother. tongue. It aimed at
bringing the learner indirect control with the target language in real and meaningful situations Perhaps in
an almost reflexive action, the method also moved as far away as possible from various techniques
typical of the Grammar Translation Method - for instance using L1 as the language of instruction
memorizing grammatical rules and lots of translation between L1 and the target language.
Under the direct method, demonstrations and actions are necessary. Focus is on activities, like mimes
(communicating through facial expressions and gesture only) and demonstrations using real objects or
pictures to teach different language skills including pronunciation. Learners are thought to be able to
understand on deduce rules from the activities they do in the classroom. Speaking is central in this
method and correct pronunciation and grammar are essential. Finally, the use of the mother tongue in
the classroom is avoided at any cost.
CLASSROOM OBSERVATION
Just as we have done for the grammar-translation method, let us again observe an imaginary classroom
where the teacher is using the direct method to teach English.
LESSON PLAN
Students are reading aloud from a passage in English.
The teacher uses objects found in the classroom to demonstrate the meanings of unfamiliar words and
phrases.
- The teacher now asks students if they have any questions and students answer back in English.
- The teacher answers students' questions by drawing on the board or giving examples. S/he does not
explain any grammar rules.
- The teacher asks reading comprehension questions: students answer them using complete sentences.
The teacher picks out any particular word which he thinks is difficult to pronounce, students are asked to
pronounce it. If they have a problem doing so, he asks students individually, and in the chorus, to
pronounce the word after him.
- The teacher asks students to correct a grammatical error.
- The teacher asks students some personal questions: students also ask each other similar questions.
- Students, now, are given a text with some words missing, for example, prepositions. They are used to
complete the task using the preposition.
- The teacher now gives all the students a dictation task.
- The teacher now tells a story.
- The teacher asks students to write a paragraph similar to the text they have read in the lesson.
Reflecting on this imaginary classroom, we can conclude the principles of the direct method under the
elements of a method.

a) VIEW OF LANGUAGE
- Language is primarily spoken and therefore both speech and listening comprehension are taught.
Lessons begin with dialogues and anecdotes in a modern conversational style.
- Vocabulary is stressed over grammar.
- The correct pronunciation of words is at the heart of a language.

B) VIEW OF LEARNING
- The native language is not to be used in the classroom
- The correct pronunciation of words is at the heart of a language and should be taught from the
beginning.
- Oral work (listening and speaking) is basic, reading and writing follow from oral work.
- The life and culture of the people whose language students are learning are also very important.
- The use of language is more important than knowledge about it, so both oral and written work is
necessary.
- Understanding the target language's life and culture helps in its learning.
C) LEARNING PROCESS AND TECHNIQUES
What follows is a summary list (based on Freeman, 1986 in her book Techniques and Principles in Language
Teaching) of some typical techniques closely associated with the Direct Method.
1) Reading Aloud: Reading sections of passages, plays, or dialogs out loud.
(2) Question and Answer Exercise: Asking questions in the target language and having students full sentences.
(3) Student Self-Correction: The teacher facilitates opportunities for students to self-correct using follow-up
questions, tone, etc.
(4) Conversation Practice: The teacher asks students and students ask students questions using the target
language.
(5) Fill-in-the-blank Exercise: Items use target language only and inductive rather than explicit grammar rules.
(6) Dictation: The teacher reads a passage aloud many times at various tempos and students writing down what
they hear.
(7) Paragraph Writing: Students write paragraphs in their own words using the target language and various models.

f) TEACHER'S ROLE
The teacher directs the activities
S/he encourages students to correct their errors
S/he is an active partner

g) LEARNERS' ROLE
They are active partners; they are less passive than they are in the GTM.
They interact with their fellow learners.
A CRITICAL LOOK AT THE DIRECT METHOD:

The Direct Method is undoubtedly highly effective in terms of creating language learners who are very
competent in terms of using the target language communicatively.
First and foremost, the Direct Method is a natural way of teaching a foreign language: English, for
example, is taught in English. Students have direct contact with the TL. They learn its use in real life.
Thus, students learn to communicate in a direct language which is a desirable thing. Furthermore,
students are given plenty of practice in the four skills, namely, listening, speaking, reading, and writing,
the thing which fosters in students' self-confidence in speaking the TL. Moreover, the use of correct
pronunciation, stress, and intonation in the real-life conversation gives confidence to the speaker/learner.
Moreover, and since teachers and students are actively involved in the process of learning, the entire
experience becomes interesting, active, alive, and motivating. Also, the teacher has enough opportunities
to use various teaching aids like radio, tape-recorder, models, charts, overhead projector etc. in the
class. Undoubtedly use of aids makes teaching-learning process interesting and effective.
Despite the above advantages of the Direct Method, some drawbacks offset the advantages:
Among the sin drawbacks is the fact that students and teachers are not at all allowed to use the first
language in class which may result in a waste of time. The method requires small class sizes, motivated
learners, and talented Teachers to succeed well. Indeed, there is need for efficient teachers who con
themselves speak in foreign language fluently Ord expressively. Unfortunately, not all teachers are as
highly prepared as to apply the direct method. It is also an unfortunate fact of life that students of
foreign languages these days need more than just the ability to communicate confidently - they need to
be able to demonstrate grammatical accuracy and good reading skills to succeed in both national and
international language testing systems. It becomes something of an issue in countries where English
language learning is primarily EFL-based (that is. English as a Foreign Language) and there is a
distinct shortage of both:
(1) the opportunity to apply the language communicatively in real-life situations outside the actual
classroom, and
(2) teachers who have the required level of native or native-like ability in the target language and the
creativity to provide realistic examples to illustrate what elements of the language mean.
 SUMMARY
In this module, we have looked at the classroom activities which students do in the direct method. We
also have looked at the principles which form the basis for such activities. By examining the principles
the method is based on, you may have become aware of some of the weaknesses of the method, One
major problem is the focus on correct pronunciation from the very beginning calls for a very good model
in the instructor, But English teachers themselves may have pronunciation difficulties, falling to provide a
correct model. Moreover, trying to use the mother tongue at any cost may simply result in a tremendous
waste of time and effort of both teachers and students. Considering the limitations of the direct method,
people started thinking about better alternatives. The audio-lingual method is one that we are going to
examine in the next module.