Student’s name: Phan Ngoc Quynh

Student code: B2112748

Class: English Language Teaching Methodology, L01
REFLECTION ON GRAMMAR-TRANSLATION METHOD

Question: What the Grammar-Translation Method is and how it is used in the

Vietnamese context.
Answer
Grammar-Translation Method (GTM) is a traditional method to teach foreign
languages that focuses on teaching students grammar rules and translation skills. Since
it was first used in teaching classical languages, for example Greek and Latin, it was
called Classical Method. Gradually, it is also used in teaching modern languages,
English and French. GTM is a teacher-centered approach in which the teacher plays a
significant role in class as they have to monitor students, provide vocabulary lists and
assign exercises. This method aims at helping students to be able to comprehend and
translate the foreign language. Grammatical structures, as well as vocabulary, are
taught explicitly in mother tongue, which allows students to translate the target
language into their first language. The method was based on a prescription of the
grammar rules of the target languages according to the criterion of what is right and
wrong to enable learners to master the general knowledge of the language. The main
teaching and learning activities focus on reading and translating, as well as accuracy,
rather than speaking and listening, fluency. Therefore, it is often criticized for not
adequately developing the students’ listening and communication skills or the ability
to make conversations.

GTM includes a variety of techniques for teachers to use in class to teach students
grammar and vocabulary. Some useful techniques to teach and reinforce the
vocabulary include giving synonyms or antonyms, matching words and definitions,
filling in the blanks, translating into first language, words memorization, making up
sentences while the teacher can apply explicit grammatical structures instructions,
sentence translations, and examples to teach grammar. Vocabulary exercises, together
with grammar applications, help students to widen their vocabulary base; therefore,
students are able to analyze the sentence structures, and translate sentences into the
primary language. Because this method aims to teach students grammar and
vocabulary, students are assessed on grammar and vocabulary tests, as well as reading
comprehension on the given texts.

In GTM, students study grammar deductively; that is they are given the grammatical
structures and explanation by the teacher, they are told to memorize the rules, and then
apply the rules they have studied to the exercises. This is one of the drawbacks of
GTM. It is teacher-centered, and most of the time in class, students just listen to the
teacher’s instructions inactively and have less motivation to learn. This method aims
at practicing students to master the grammar and translation of the target language.
Therefore, it neglects the importance of speech and listening skills. Students have less
opportunities to use the native language in everyday conversations while learning
languages serve the purpose of being able to use the language inherently. To illustrate,
a student who has a good understanding of grammar and vocabulary even struggles to
communicate effectively in real-life situations. Another shortcoming of this method is
that the authentic materials are limited. Authentic materials like real-world texts,
videos, and audios are not commonly used in the Grammar-Translation Method.
Instead, textbooks and literature passages are well-designed for learning purposes.
Despite some key drawbacks above, the GTM has some potential benefits in teaching
students the second language. That’s why it is still used by many teachers until now.
This method offers students a wide range of vocabulary and understanding about
grammar rules. It is effective for teaching students to read, and comprehend complex
given texts in the target language, specifically if the students are studying literature or
classical works. After study time, students have enough knowledge and skills to
translate one language into another language, particularly from the target language to
their mother tongue. Another advantage of this method is that it does not require
teachers to have high competences in all skills, instead, it focuses on writing and
reading skills, or grammar and vocabulary. Teachers do not have to be excellent in
oral or listening skills. They only need to master the grammar rules and the
vocabulary base in order to instruct students coherently. Moreover, this method is
efficient for teaching big classes. Teachers do not

From the teaching demonstrations in the last meeting, I have gained a deeper
understanding about applying GTM into real classrooms. The activities teachers use in
class will depend on the learners’ characteristics. However, whatever techniques they
use, they have to follow the procedure “Say - do - check”, which means that the
teacher begins the lessons by giving instructions, then the students will do the
exercises and finally, the teacher will go over the answers and correct them to make
sure that the students understand the lessons and to review if they are not clear
enough. It is important to check whether the students have got the lessons or not as
they are supposed to comprehend after each lesson.

In the Vietnamese context recently, GTM is used widely in schools and colleges. It is
considered to be an effective method for teachers to transfer the knowledge of the
foreign language. First, it is beneficial for Vietnamese classes. Each class has a big
number of students. Thus, many teachers apply this method in teaching at schools as it
does not take much time to instruct all the students. They just need to give clear
instructions and let them do the exercises to correct, while other methods require
teachers spending more time interacting with students invidually. Besides, the
educational system in Vietnam emphasizes reading, writing and grammar rather than
speaking and listening as most of the tests, especially the university entrance exam
assess students on their knowledge about the target language more than their ability to
use the language in real life situations. Moreover, most Vietnamese English teachers
do not have high competences in oral and listening skills, which contributes to the
reasons why this method is widely applied in Vietnamese schools. For me, this
method is effective as it provides a strong base of vocabulary and grammar
understanding for the students, including me. Thanks to this method, I am able to
comprehend and translate the target language into my mother tongue. However, it
cannot be denied that this method limits the chances to practice listening and
communication skills, which is important for language learners.
In conclusion, GTM is useful for learners who need to comprehend literature passages
in foreign languages for academic purposes but it still has some limitations. Teachers
should utilize this method in their teaching depending on the lessons’ objectives to
minimize its shortcomings and take advantage of its merits.
THE END