Grammar

Translation
Method

Definition and History

A traditional method of foreign-language teaching based on

explicit instruction in the grammatical analysis of the
target language and
translation of sentences from the native language into the
target language and vice versa.

It was originally used to teach

dead languages (and literatures) such as Latin and
Greek,
involving little or no spoken communication or listening
comprehension.

In the 18th century foreign languages started to appear on

the school curricula, requiring a systematic approach to
teach them. Grammar Translation was in fact first known
in the United States as the Prussian Method.
It has had different names, but it has been used by
language teachers for many years. At one time it was
called Classical Method since it was first used in the
teaching of the classical languages, Latin and Greek.

Grammar Translation dominated European and foreign

language teaching from the 1840s to the 1940s, and in
modified form it continues to be widely used in some
parts of the world today.
this method was used for the purpose of helping students
read and appreciate foreign language literature.

Although the Grammar-Translation Method often creates

frustration for students, it makes few demands on
teachers. It is still used in situations where understanding
literary texts is the primary focus of foreign language
study and there is little need for a speaking knowledge of
the language.

Objectives

 To make the learners able to read literature written in the

target language
To make the learners able to translate from one language to

another from L1 to L2 and from L2 to L1

(L1=native language / L2= target language)
To develop reading and writing skill
Memorizing verb forms, grammar rules, and vocabulary
Providing students good mental exercise

Key Principles

The key features of the Grammar Translation Method are as

follows:
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 of the intricacies of grammar are
given
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 texts, which are
treated as exercises in grammatical analysis
7) Often the only drills are exercises in translating
disconnected sentences from the target language into the
mother tongue
8) Little or no attention is given to pronunciation

Techniques

Some common techniques of Grammar Translation

Method.
1) Translation of a literary passage
Students translate a reading passage from the target
language into their native language. The reading passage
focuses on several classes: vocabulary and grammatical
structures in the passage. The passage may be
excerpted from some work from the target language
literature, or a teacher may write a passage carefully
designed to include particular grammar rules and
vocabulary.

2) Reading comprehension questions

Students answer questions in the target language based on
their understanding of the reading passage.

3) Antonyms/synonyms
Students are given one set of words and are asked to find
antonyms in the reading passage. Students could also be
asked to find synonyms for a particular set of words.

4) Cognates
Students are taught to recognize cognates by learning the
spelling or sound patterns that correspond between the
languages. Students are also asked to memorize words
that look like cognates but have meanings in the target
language that are different from those in the native
language.

5) Deductive application of rule

Grammar rules are presented with examples. Exceptions to
each rule are also noted. Once students understand a
rule, they are asked to apply it to some different
examples.
6) Fill-in-the-blanks
Students are given a series of sentences with words
missing. They fill in the blanks with new vocabulary items
or with items of a particular grammar type, such as
prepositions or verbs with different tenses.

7) Memorization
Students are given lists of target language vocabulary
words and their native language equivalents and are
asked to memorize them.Students are also required to
memorize grammatical rules and grammatical paradigms
such as verb conjugations.
8) Use words in sentences
In order to show that students understand the meaning and
use of a new vocabulary item, they make up sentences in
which they use the new words.

9) Composition
The teacher gives the students a topic to write about in the
target language.The topic is based upon some aspect of
the reading passage of the lesson.Sometimes, instead of
creating a composition, students are asked to prepare a
prcis of the reading passage.

Role of Teacher and

Learners

Teachers Role:
Traditional instructor.
The authority in the classroom.
What does the teacher do?
- explain
- translate
- conduct practices
- correct mistakes

Learners Role:
Do as the teacher says.
Learners interact with the teacher, not with each other.
What does the student do?
- translate
- study words and rules
- memorize

Other Issues

Characteristics of the teaching/learning process:

use the students native language

Translate from one language to another

Students study grammar deductively

Students memorize vocabulary and grammar rules

Nature of student-teacher interaction and student-student

interaction:
Most of the interaction in the classroom is from the
teacher to the students.
Little student-student interaction

The way the language and the culture viewed:

Literary language is considered superior to spoken
language.
Culture is viewed as consisting of literature and the fine
arts.

Role of the students native language:

The language that is used in class is mostly the students
native language.

Evaluation:
Translation
Question about the target culture
Questions about the application of grammar

Respond to errors:
Having the students get the correct answer is considered
very important.

Merits and Demerits

The Advantages (Merits):

The target language is quickly explained in GTM.

Teacher and students are easy to communicate/It does

not need native language

The students easy to understand because of

grammatical lessons.

Disadvantages (Demerits):
No Scope for Effective Communication and Very Tedious
for Learners
Ineffective Method
More Importance on Grammar Rules than on Meaning
Slow Learning Rate and Making Learners Think in L1