Grammar translation method

A Traditional Approach
 Outline of the Presentation
• Introduction
• GTM in Applied Linguistics
• Principles of GTM
• Teaching through GTM
• Objectives
• Advantages of GTM
• Disadvantages
• Criticism
• General discussion on GTM
• Recent Studies on GTM
 Grammar Translation Method
• Sometimes also known as the Classical
Method, this is a traditional teaching technique
that was used to teach Latin and Greek and
was particularly in vogue during the 16th
Century.
• In the 19th century it began to be used to teach
“modern” languages such as French, German,
and English, and it is still used in some
countries today.
 Definition of GTM
• A method of foreign or second language teaching
which makes use of translation and grammar
study as the main teaching and learning activities.
Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language
Teaching and Applied Linguistics. Pearson Education Limited. pp.231

• a traditional technique 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.
 GTM in Applied Linguistics
• In applied Linguistics, the grammar translation
method is a foreign language teaching method
derived from the classical (traditional) method
of teaching Greek and Latin.
• The method requires students to translate
whole texts word for word and memorize
numerous grammatical rules and exceptions as
well as enormous vocabulary lists.
 Principles of GTM
• The goal of foreign language study is to learn a language in
order to read its literature.
• Vocabulary and grammar are emphasized.
• Vocabulary selection is based entirely on the reading text
used, and words are taught throw bilingual word lists,
dictionary study, and memorization.
• The sentence is the basic unit of teaching and language
practice.
• Accuracy is emphasized.
• Grammar is taught deductively; that is, students are given
grammar rules and example and are told to memorize them,
and then asked to apply the rules to other examples.
• The student’s native language is the medium of instruction.
 Teaching through GTM
In this method,
• students are taught in their mother tongue, with little active use
of the target language.
• Vocabulary is taught in the form of isolated word lists.
• Elaborate explanations of grammar are always provided.
• Grammar instruction provides the rules for putting words
together; instruction focuses on the form and inflection of
words.
• Little attention is paid to the content of texts.
• Drills are exercises in translating disconnected sentences from
the target language into the mother tongue, and vice versa.
• Little or no attention is given to pronunciation.
 Objectives of GTM
• To be able to read literature written in the
target language
• To be able to translate from one language to
another
• To develop reading and writing skill
 Advantages of GTM
• The first language is maintained as the reference system in
the learning of the second language.
• Comparison between two languages helps students to have a
better understanding of the sentence meaning.
• Systematic study of grammatical rules plays an important
role in fostering students’ ability of reading and grammar.
• The focus on understanding literary texts
• Makes few demands on teachers although it often creates
frustration for students.
• Translation is the easiest way of explaining meanings or
words and phrases from one language into another.
• Teacher and students are easy to communicate/It does not
need native language
 Disadvantages of GTM
• Overemphasis on translation can never emancipate the learners from
dependence on the first language.
• The Grammar-Translation puts too much emphasis on reading and writing
and neglects listening and speaking.
• In the Grammar-Translation Method, the texts are mostly taken form
literary works. The language learned often doesn’t meet the practical needs
of the learners.
• Memorizing grammar rules and bilingual word lists does not motivate
students to actively communicate in the target language.
• No scope for effective communication and very tedious for Learner.
• Direct translation is widely regarded as an inefficient way of becoming
fluent in any language.
 Cont…
• Does not require teachers to speak good
English or make good lesson preparations.
• Only uses the textbook
• Least stressful for students-teaching occurs in
the first language
• Students learn the new language without
contact with native speakers.
 Criticism
• limited scope of objectives
• an unnatural method
• Neglect of speaking and listening.
• Exact translation is not possible.
• no pattern practice
• Little/no attention given to pronunciation.
• Focus is on accuracy not fluency.
• Does not foster the students’ communicative ability in
the target language.
• Very little student/teacher and student/ student
interaction.
 Recent Studies on GTM:#1
• “Grammar Translation Method (GTM) Versus
Communicative Language Teaching (CLT); A Review of
Literature” by Muhammad Natsir & Dedi Sanjaya
(Malaysia, 2014)
• A comparison has been made b/w GTM & CLT.
• The more beneficial method nowadays is CLT but GTM
also still has some positive things offer.
• In GTM the skills that are emphasized are reading and
writing. In CLT, the four skills are taught to the students.
• In GTM, accuracy is considered to be a necessity while CLT
permits the students’ error but the teacher will guide the
students to analyze and revise their errors
 Conclusion of the Study
• Teachers familiar with both GTM & CLT.
• The teacher has to know the suitable method
for their teaching learning process as the
condition, context and social culture in each of
the countries is different.
 Studies on GTM:#2
• “Teaching of English in Indian Schools through
Grammar Translation Method―Low Performance―A
Field Study” by Preeti Grover (India,2014)
• GTM is not the natural way of learning language.
• It leads to the low performance on the part of the
learners.
• The child first thinks in his mother tongue and then
translates his ideas into English.
• The grammar is taught deductively in our schools.
• Word to word translation is required which altogether is
not possible in learning any language.
 Conclusion of the Study
• An advantage to the method is its appeal to the logical
part of the brain. Students taught using GTM are at
advantage with translation skills, as there is much
emphasis placed on direct translation of written work.
• Disadvantages to the method include a general lack of
communicability in the language, as communicative
production is generally ignored.
• Teachers need to be innovative, resourceful and must
have the readiness to impart quality education.
• The children should be encouraged to speak in the
English language.
 Studies on GTM:#3
• “The Effect of Using Grammar-translation
Method on Acquiring English as a Foreign
Language” by Ishraq M. Aqel (Jordan, 2013)
• to investigate the effect of using Grammar-
Translation method on acquiring English as a
foreign language.
• This is an experimental research.
• It is a pedagogic method that facilitates learning
of four language skills and make a foreign
language more comprehended to English
language learners
 Conclusion of the Study
• Using Grammar-translation method made the
grammatical rules easier , the learning process
was faster, and increased the students'
capability to answer correctly in both oral and
written exams, and effected on their
confidence positively.
• The students expressed themselves correctly in
English language not in their first language.
 Studies on GTM:#4
• “A Contrastive Study of Grammar Translation Method
and Communicative Approach in Teaching English
Grammar” by Shih-Chuan Chang (Taiwan,2011)
• This paper aims to compare the controllability and
feasibility of these two approaches and find out which
one is more suitable for grammar teaching.
• This is an experimental research.
• Although the traditional grammar teaching method
helps improve the students’ mastery of the grammatical
rules, the students cannot use these rules flexibly and
appropriately in communication.
 Conclusion of the study
• The learners made a significant progress in
grammar learning after experiencing a
experimental semester.
• Learners with GTM made more progress in
grammar learning than those who used the
Communicative Approach.
• The students’ confidence in learning English was
improved. Even those who lacked confidence in
English in the past became very active in the
classroom activities.