Grammar Translation Method: Still Alive in Arab TEFL Classrooms (Raouf, 2010)

Why is the Grammar Translation Method Still Alive in the Arab World? Teachers’ Beliefs and Its implications for EFL Teacher Education (Assalahi, 2013)

Does Grammar Translation Come from the Entrance Examination? Preliminary Findings from Classroom-Based Research (Watanabe, 1996)

What do these titles tell us about GTM?

The Grammar Translation Method

History● Traditional way to teach Latin or

Greek in Europe (Classical Method)● In the 19th century, it began to be

used to teach French, German, and English

● It is still used in some countries today.

Objectives ● 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

Principles● Learning grammar rules● Translating back and forth between

the target language and the student’s native language

● Memorizing lists of words● Utilizing exercises and tests in

constrained ways● Explicit error correction

Techniques● Translation of a literary passage● Reading comprehension questions● Antonyms/Synonyms

Techniques● Cognates● Deductive application of rules● Fill-in-the-blank exercise

Techniques● Memorization● Use words in sentence● Composition

Crticisms● Lead to low motivation or frustration

for learners (Richards & Rogers, 1986)● A method with no theory (Ibid)● Overemphasis on grammar (Stern,

1993)● Wrong idea of what language is: as a

group of grammar frames filled with vocabulary items (Howatt & Winddowson, 2004)

● Limited application to multilingual class (Holliday, 1994)

Criticisms● Students lacked an active role in the

classroom.● Very little attention is paid to

communication.● Very little attention is paid to content. ● Translation is sometimes misleading.

Questions for Discussion1.What is your learning/teaching

experience about GTM?2.What is the value of GTM in today’s

language classrooms? 3.Will you adopt GTM techniques in your

teaching, why or why not?4.Explain the differences between

“learning about L2” and “learning to use L2”

5. Is GTM helpful for beginners? Why or why not?

References● Assalahi, H. M. (2013). Why is the grammar-translation method

still alive in the Arab world? Teachers’ beliefs and its implications for EFL teacher education. Theory and Practice in Language Studies, 3(4), 589-599.

● Brown, H. D., (2006). Principles of Language Learning and Teaching, 5th ed., Pearson ESL.Richards.

● Holliday, A. (1994). Appropriate methodology and social context. New York: Cambridge University Press.

● Howatt, A. P. R., & Widdowson, H. G. (2004). A History of English Language Teaching (2nd ed.). Oxford: Oxford University Press.

● Raouf, A. A. (2010). Grammar-translation method: Still alive in Arab TEFL classrooms. TESOL Arabia Perspectives, 17(1), 13-18.

References● Richards, C., & Rodgers, T. S. (1986). Approaches and Methods

in Language Teaching: A Description and Analysis. Cambridge: Cambridge University Press.

● Stern, H. (1993). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.

● Watanabe, Y. (1996). Does grammar translation come from the entrance examination? Preliminary findings from classroom-based research. Language Testing, 13 (3), 318-333.