Methods of Teaching

Language Arts:
Grammar Translation Method
(GTM)
EMIROSE N. TIWAKEN
3 BEED BLK 17
 Grammar

The structure and system of a

language, or of languages in general,
usually considered to consist of a
syntax and morphology.
 GRAMMAR TRANSLATION
METHOD
 first introduced in Prussia, Germany
where it was called the “Prussian
Method”.
The oldest method of foreign language
teaching(1840s-1940s)
Modified and used in different countries of
the world today
“The Classical Method”
 GRAMMAR TRANSLATION
METHOD

A method of foreign or second

language teaching which makes use
of translation and grammar study as
the main teaching and learning
activities
 Principles of Grammar Translation
Method
 Goals of teachers in using grammar-translation method
The fundamental purpose is to be able to read literature
written in the target language.

 Role of the teacher and role of the students

The teacher is the authority in the classroom. The students
do as she says so they can learn what she knows.
 Principles of Grammar Translation
Method
 Characteristics of the teaching/learning process
Students are taught to translate from one language to
another. Students study grammar deductively.
 Nature of student-teacher interaction and student-
student interaction
Most of the interaction is from the teacher to the students.
There is little student initiation and a little student-student
interaction.
 Principles of Grammar Translation
Method
 Areas of Language and Language Skills Emphasized
Vocabulary and grammar are emphasized. Reading and writing
are primary skills that the students work on. Pronunciation
receives little, if any attention
 Role of the Students’ Native Language
The meaning of the target language is made clear by
translating it into the students’ native language.
 Principles of Grammar Translation
Method
 Evaluation
Written tests in which students are asked to translate from their
native language to the target language or vice versa are often
used.

 Teacher’s Response to Student Errors

If the students make errors or do not know the answer, the
teacher applies them with the correct answer.
 Procedures of GTM
1. In the first step, a paragraph is read by a teacher, and
some difficult words are marked out of it.
2. Secondly, these marked words are converted into the
native language of students.
3. Then, a paragraph is read once again and is translated
by a teacher, line by line.
4. Then all the Grammatical items are taught about to
students.
5. Students can also be asked to convert the passage of
their native language into a foreign language to make
it more clear to them.
 TEACHING TECHNIQUES

 Translation of a literary passage-

students translates a reading passage
from the target language to their native
language
 Reading Comprehension Questions-
students answer questions in the target
language based on their understanding
of the reading passage
 The Lion and the Mouse by
Aesop
One day, a lion was sleeping in the jungle.
A tiny mouse passed by and ran into his big
paw. The lion woke up and roared.
“I’m sorry, Lion! Please don’t eat me,” the
mouse squeaked.
“You woke me up,” said the Lion.
“Mr. Lion, if you let me go, I can help you
someday,” the mouse begged.
TEACHING TECHNIQUES

 Antonym/synonym- students are given

one set of words and are asked to find
antonyms in the reading passage

 Cognates- learning spelling or sound

patterns that correspond between the
L1 and the target language.
 TEACHING TECHNIQUES

 Deductive Application of Rules-

Grammar rules are presented with
examples. Once they understand the
rule, they are asked to apply it to some
different example.

 Fill in the Blanks- students are given a

series of sentences with words missing.
TEACHING TECHNIQUES
 Memorization- Learners are given a list of
words with the native language equivalent
and they are asked to memorize them.

 Composition- Teachers give learners a topic

and ask them to write a composition on that
topic in the target language. The topic is
usually based on some aspects of the reading
text.
ADVANTAGES:

 The phraseology of the target language is

quickly explained.
 Teacher’s labor is saved.
 Learning gets easy as the conduction is
done in the native language.
 It promotes the skills of reading and
writing effectively.
DISADVANTAGES:

 It is an unnatural method as it does not follow

the natural order of learning which includes
listening, speaking, reading, and writing.
 It neglects the oral approach to language
learning so they may not be able to develop
proper expression in the foreign language.
DISADVANTAGES:
 It does not offer pattern practice due to which
students may read or write poorly despite knowing
the grammar rules.
 Exact translation is not possible.
 This method also includes learning through
translation which can delay the natural speech
development of the learners while learning a
foreign language.
THANK YOU