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  • GTM Summary

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    Ayoub Oubla
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    The Grammar Translation method was derived from teaching Latin and Greek in the 1840-1940 period. It focuses on reading and writing skills, grammar rules, and translating between the native and foreign languages. Teachers act authoritatively by correcting all mistakes and directing passive learners, who memorize vocabulary and structures. Limitations include poor communication skills development and lack of practical language use.

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    GTM summary

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    The Grammar Translation method was derived from teaching Latin and Greek in the 1840-1940 period. It focuses on reading and writing skills, grammar rules, and translating between the native and foreign languages. Teachers act authoritatively by correcting all mistakes and directing passive learners, who memorize vocabulary and structures. Limitations include poor communication skills development and lack of practical language use.

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    4 views2 pages

    GTM Summary

    Uploaded by

    Ayoub Oubla
    The Grammar Translation method was derived from teaching Latin and Greek in the 1840-1940 period. It focuses on reading and writing skills, grammar rules, and translating between the native and foreign languages. Teachers act authoritatively by correcting all mistakes and directing passive learners, who memorize vocabulary and structures. Limitations include poor communication skills development and lack of practical language use.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    Method: Grammar Translation

    Advocates:
    Context: 1840-1940: It was derived from the classical method of teaching Latin & Greek
    Theory of None
    language
    Approach Theory of None
    learning
    Objective(s) • To read and appreciate foreign language’s literature
    • To be familiar with the native language grammar
    • To grow up mentally
    • Develop reading and writing
    Syllabus …..……………………………………………………………………………………
    ………………………………………………………………………………………

    Activities • Reading aloud


    • Reading a passage & translating some words/sentences
    • Memorizing a list of vocabulary list
    Role of teacher • Authoritative
    Design • Corrects all mistakes
    • Directs all activities
    Role of learners • Passive learners
    • They do what the teacher does/says
    • They memorize grammatical structures and new
    vocabulary with their meanings
    Role of ………………………………………………………………………………………
    ………………………………………………………………………………………
    instructional
    material
    Classroom procedures • L1 as a medium of instruction
    and techniques • Teaching grammar deductively

    • Limited communication skills


    • Lack of practicality
    Limitations • Boredom and disengagement
    • Ineffective for oral proficiency
    • Overemphasis on translation

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