Grammar Translation Method 1. Approach, method, technique Approach is the level at which assumptions and beliefs about language and language learning.

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Grammar Translation

Method

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Approach, method, technique

•Approach is the level at which assumptions and beliefs about language and language learning are specified;

•method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented ;

•technique is the level at which classroom procedures are described (Richards & Rodgers, 2001: 19).

One approach might include several methods (Richards & Rodgers, 2001:19). For example, the direct method and the audio-lingual method are derived from the oral-based

approach (Larsen-Freeman, 2000:35)  .

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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.”

• It was called the Classical Method

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Background

• The Grammar Translation Method was first used in teaching Latin and Greek.

• 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.

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Purpose

• Helping students read and appreciate foreign language literature.

• Studying the grammar of the target language would help students to be more familiar with the grammar of their native language.

• Helping students speak and write their native language better.

• Helping students grow intellectually through foreign language learning.

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Sample of GTM Class

• Level of students: high intermediate.• No. of students: 42.• Class duration: 2hrs/three times a week.• Setting: Columbia.• Mother tongue: Spanish.

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• Reading a literary passage of English:• ‘life on the Mississippi’ by Mark Twain

• Translation from English to mother tongue. • Word meanings English to mother tongue. • Oral comprehension discussion in mother tongue.• Teacher provides answers and meanings to

difficult items.• Written Comprehension question answers in

English.• Teacher determines if the answer is correct or

not.• Focus on finding the CORRECT answer.

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• For a given list of English words, students are asked to locate antonyms from the text.

• Grammar Rule for the use of direct object read by teacher.

• Examples are provided by the teacher.• Students identify separable and inseparable

phrasal verbs from the text.• Students fill in the blanks in the given sentences

with a list of phrasal verbs. • First two items done collectively, rest separately.

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• Home assignment: Students were asked to memorise the translation of a list of English words and write a sentence in English using each word.

• Follow up classes agenda• Translation.• Using the direct object rule.• Practice of grammar rules.• Writing a composition.• Memorising vocabulary and writing sentences for each.• Translation from Spanish to English.

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Principles of the GTM

• A fundamental purpose of learning a foreign language is to be able to read literature of the target language.

• Being able to translate from the one language into another.

• The primary skills are reading and writing. Little attention is given to speaking and listening.

• The teacher is the authority in the classroom. It is very important that students get the correct answer.

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• It is possible to find native language equivalents for all target language words.

• Learning is facilitated through attention to similarities between the target language and the native language.

• It is important to learn about the form of the target language.

• Deductive application of an explicit grammar rule is a useful pedagogical technique.

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• Language learning provides good mental exercise.

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1 .The goals of teachers using the GTM

• Developing the ability to read target language literature.

• Learning grammar rules and vocabulary in the target language.

• Studying a foreign language provides students with good mental exercise.

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• Traditional.

• Authoritative.

• Students do what teachers ask them to do.

2. The role of teachers and students in the GTM

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• Translation from one language to another.

• Deductive study of the grammar: rules first, followed by practice of rules.

• Memorisation of the native language equivalents for target language vocabulary words.

3: Characteristics of the teaching/learning process

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4 .The nature of student-teacher interaction

• Most of the interaction is from the teacher to students.

• Little student initiation and little student-student interaction.

• Feelings of the students are not dealt with.

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• Literary language is considered superior

to spoken language.

• Culture is viewed as consisting of

literature and the fine arts.

5. How is the language/ culture

viewed?

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• Vocabulary.

• Grammar.

• Reading and writing skills.

6. Which language skills are

emphasised?

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• It is used to translate the meaning in the

target language.

• It is the language used mostly in the

class.

7. The role of the students’ native

language

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• Written tests focusing on translation from

the native language to the target

language.

• Questions about the target culture.

• Questions on the application of the

grammar rules of the target language.

8. How is evaluation

accomplished?

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• Providing the correct answer is very

important.

• Teacher supplies the students with the

correct answer..

9. Teacher’s response to student

errors

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Flaws of GTM

•Explicit grammar rule based teaching.

•Focus on memorization rather than meaningful learning.

•Speaking and listening skills are ignored.

•Pronunciation ignored and fluency are ignored.

•No communication/ interaction encouraged.

•Teacher oriented classes.

•Focus on accuracy and correctness.

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The End