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TheTheGrammarGrammar--TranslationTranslation

MethodMethod

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What is Grammar Translation Method?What is Grammar Translation Method?The grammar-translation method offoreign language teaching is one of themost traditional methods.

It was originally used to teach 'dead'languages (and literatures) such as Latinand Greek, involving little or no spokencommunication or listeningcomprehension.

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11-- Original purposesOriginal purposes

Helping students read and appreciate

foreign language literature

Students can become more familiar with

the grammar of their native language also

write and speak their native languagebetter

Helpful for mental exercise

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Objectives of GTMObjectives of GTM To be able to read literature written in

the target language

To be able to translate from onelanguage to another

To develop reading and writing skill

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The ability of communicating in theThe ability of communicating in the

target language is not a goaltarget language is not a goal

The students ask questions in their

native language and are also answeredby the teacher also in their native

language

The teacher asks students in their

native language

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2.Roles of Teachers2.Roles of Teachers::

The tThe teacher is the authorityeacher is the authority

Teacher decides whether the students

answers are correct

It is important for students to get the

correct answers

If students answer incorrectly, the teacher

will provide the correct answer

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3.3.RolesRoles ofof StudentsStudentsy Students do what teacher says

y Students are passive

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44-- CharacteristicsCharacteristics ofof TheThe TeachingTeaching&& Learning ProcessLearning Process

44-- CharacteristicsCharacteristics ofof TheThe TeachingTeaching&& Learning ProcessLearning Process

A focus on learning the rules of

grammar and their application in

translation passages from one language

into the other.

Vocabulary in the target language is

learned through direct translation from

the native language, it is taught in the

form of isolated word lists.

4.Characteristics

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Very little teaching is done in the target

language. Instead, readings in the target

language are translated directly and then

discussed in the native language. Little or no

attention is given to pronunciation.

Grammar is taught with extensive

explanations in the native language, and only

later applied in the production of sentences

through translation from one language to the

other.

Very little teaching is done in the target

language. Instead, readings in the target

language are translated directly and then

discussed in the native language. Little or no

attention is given to pronunciation.

Grammar is taught with extensive

explanations in the native language, and only

later applied in the production of sentences

through translation from one language to the

other.

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1. Classes are taught in the mother tongue, withlittle active use of the target language.

2. Much vocabulary is taught in the form of lists ofisolated words.

3. Long elaborate explanations of the intricacies ofgrammar are given.

4. Grammar provides the rule for putting wordstogether, and instruction often focuses on theform 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 grammaticalanalysis.

Aclass working with the Grammar

Translation Method looks like this:

Aclass working with the Grammar

Translation Method looks like this:

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5.

5.StudentStudent--TeacherTeacher InteractionInteraction

y Students-teacher interaction (mostly)

y Students initation is little

6.6.StudentStudent--StudentStudent InteractionInteraction

Student-student interaction is little

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7.

7.DealingDealing withwith StudentsStudents FeelingsFeelings

yNo Principles

8.View of Language8.View of Language

yLiterary language is superior to spoken

language

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9.9

.ViewView ofof CultureCultureyLimited literature & fine arts ofL2

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1010.. Emphasis on Areas of LanguageEmphasis on Areas of Language

yVocabulary and grammar (teaching

the form) = form based

1111.Emphasis on Language Skills.Emphasis on Language Skills

yReading and writing

yLittle attention to listening,pronunciation

and speaking

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12.Role of L112.Role of L1

y Classroom language is L1

yMeaning ofL2 is made clear by

translation into L1

yWritten tests ( students translate from L1to L2, L2 to L1)

y Questions about L2 and applyinggrammar rules

13.Evaluation13.Evaluation

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14.Teachers response to Students14.Teachers response to Students errorerrorss

y Incorrect answers are corrected by the

teacher immediately

y It is important that student must get the

correct answer by oneself

Its focus is on accuracy not fluency.Its focus is on accuracy not fluency.

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Translation of literary passage

Reading comprehension questions

Use of antonyms/synonyms

Use of cognates

Deductive application of a rule

Fill-in-the-blanks

Memorization

Use words in sentences; and

Composition

TechniquesTechniques

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Exercises of a class using this methodExercises of a class using this method

1. Translation of a Literary PassageStudents translate a reading passage from the target

language into their native language.2. Reading Comprehension Questions

Students answer questions in the target language based on

their understanding of the reading passage.3. Antonym/synonymsStudents are given one set of words and are asked to find

antonyms in the reading passage.4. Fill-in-the-blanks

Students are given a series of sentences with words missing.

5. Deductive Application of RuleGrammar rules are presented with examples. Once

students understand a rule, they are asked to apply it tosome different example.

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TechniquesTechniques

Translation of a literary passageTranslation of a literary passageStudents will be asked to read a literary passage

and then translate the target language into their

native language

Translation may be written or spoken

Translation made by the students can show that

they understand their meaning

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Deductive application of rulesDeductive application of rules

It is important for students to learn about the

forms(grammar rules) of the target language

Grammar rules are presented with examples

Students are asked to apply the rules to

examples they are given

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Reading comprehension questionsReading comprehension questions

Students answer these questions in the targetStudents answer these questions in the target

languagelanguage

Answers to the questions may be in theAnswers to the questions may be in the

reading text, or based on the understandingreading text, or based on the understandingof the students or students own experiencesof the students or students own experiences

related to the textrelated to the text

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MemorizationMemorization Students are asked to memorize new words, grammatical

rules, and verb conjugation

FillFill--inin--thethe--blanksblanks

Teacher give students sentences with word

missing

Students should fill in the blanks with the new

vocabulary or with a particular grammar type

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Use words in sentencesUse words in sentences

Students are asked to make up sentences with the

new words they learn in the text

This technique can show whether students reallyunderstand the new words

CompositionComposition

Students are asked to write a composition in thetarget language

The topic is based on some aspect of the reading

passage

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Advantages of GTMAdvantages of GTM

An effective way for application ofAn effective way for application of

grammar and sentence structuregrammar and sentence structureLeast stressful for studentsLeast stressful for students

Students learn the new language withoutStudents learn the new language without

contact with native speakers.contact with native speakers.

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More Advantages

More Advantages

Easiest for teachers to use

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

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Possible problem: Lack ofPossible problem: Lack of

communication abilitycommunication ability

Students learn about and are familiar

with the forms of the target language

but only in reading and writing

Students lack the ability of listening

and speaking in the target language

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Disadvantage of GTMD

isadvantage of GTMWrong idea of what language is

Less learners motivation

Create frustration for learners

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DisadvantagesDisadvantages Students lack comprehension-only

translating word-for-word

Does not allow students to create meaning

in English

Students do not learn to read.

Extensive memorization

Very little student/teacher and

student/student interaction

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Worst effect of this method is on

pupil's motivation. Because (s)he

cannot succeed - leads to

frustration, boredom and

indiscipline.

This method gives pupils the wrong idea of what

language is and of the relationship between

languages. Language is seen as a collection or

words which are isolated and independent.

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The grammarThe grammar--translationtranslationmethod is the easiest for amethod is the easiest for a

teacher to employ. It doesn'tteacher to employ. It doesn't

require a teacher to speak goodrequire a teacher to speak good

English or make good lessonEnglish or make good lesson

preparations.preparations.

It seemed there was no need for students to masterIt seemed there was no need for students to master

the four skills of English (listening, speaking, reading,the four skills of English (listening, speaking, reading,and writing)and writing)

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