Grammar Translation& Direct Method

Vanessa Céspedes

Didatics I Universidad de Cordoba

2013

Some teachers who use the method might also tell you that it is the most effective way to prepare students for "global communication" by beginning with the key skills of reading and grammar.

What is G.T.M?

The Grammar translation method

The basic approach is to analyze and study the grammatical rules of the language, usually in an order roughly matching the traditional order of the grammar of Latin, and then to practice manipulating grammatical structures through the means of translation both into and from the mother tongue.

Key features

1. Classes are taught in the mother tongue

2. Much vocabulary3. . Long elaborate

explanations 4. Grammar provides the

rules for putting words together

5. Reading difficult texts is too early

6. Little attention is paid to the content of texts

7. the only drills are exercises in translating

8. no attention is given to pronunciation

Typical Techniques

1.Translation of a Literary Passage

2.Reading Comprehension Questions

3.Antonyms/Synonyms 4.Cognates5.Deductive Application of Rule

6.Fill-in-the-blanks 7.Memorization 8.Use Words in Sentences

9.Composition

Direct Method

teaching concepts and vocabulary through pantomiming, real-life objects and other visual materialsteaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)centrality of spoken language (including a native-like pronunciation)focus on question-answer patterns.

Principles1. Classroom instructions are conducted exclusively in the

target language2. Only everyday vocabulary 3. Oral communication skills are built up in a carefully graded

progression 4. Grammar is taught inductively.5. New teaching points are introduced orally6. Concrete vocabulary is taught 7. Both speech and listening comprehensions are taught.8. Correct pronunciation and grammar are emphasized.9. Student should be speaking approximately 80% of the time

during the lesson10.Students are taught from inception to ask questions as well

as answer them

PEDAGOGYI. Introduction of new word, number, alphabet

character, sentence or concept (referred to as an Element) :

• SHOW• SAY• TRY• MOLD• REPEAT

II. Syntax, the correct location of new Element in sentence:

• SAY & REPEAT• ASK & REPLY IN NEGATIVE• INTERROGATIVES • PRONOUNS WITH VERBS • USE AND QUESTIONS

III. Progress, from new Element to new Element (within same lesson): A. Random Sequencing:

1. After new Element (X) is taught and learned, go to next Element (Y).2. After next Element (Y) is taught and learned, return to practice with Element (X).3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go to 3rd Element (Z).4. Go back to 1 and 2, mix in 3, practice (X-Y-Z; Z-Y-X; Y-Y-Z, etc.) and continue building up to appropriate number of Elements (may be as many as 20 per lesson, depending on student, see B.1), practicing all possible combinations and repeating 5-20 times each combination.

B. Student-Led LimitsC. ReviewD. Observation and Notation

IV. Progress, from Lesson to Lesson:

• LESSON REVIEW The first few minutes of each lesson are to review prior lesson(s).• GLOBAL REVIEW Transition from Lesson Review to a comprehensive review, which should always include items from the Special Attention List.

V. Advanced concepts

• Intermediate and Advanced Students • Non-Standard Alphabets• Country Accents

References Prator and Celce-Murcia 1979:3Diane Larsen-Freeman 1986:13 Techniques and Principles in language teaching.

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