GRAMMAR TRANSLATION METHOD

Grammar Translation Method

Prepared by: Godio, Maria Rofille

Yngayo, Nikki

Grammar Translation Method

Definition:

▪ A method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities. (Richards, J. C., & Schmidt, R. 2002)

▪ The grammar-translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and their native language.

Background

• The Grammar Translation Method was the traditional way Latin and Greek were taught in Europe.

• 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.

• A typical lesson consists of the presentation of a grammatical rule, a study of lists of vocabulary, and a translation exercise.

• Because the Grammar Translation Method emphasizes reading rather than the ability to communicate in a language, there was a reaction to it in the 19th century (see NATURAL APPROACH, DIRECT METHOD), and there was later a greater emphasis on the teaching of spoken language.

Principle Characteristics

▪ Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.

▪ Reading and writing are the major focus; little or no systematic attention is paid to speaking and listening.

▪ Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.

▪ The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of this method.

Principle Characteristics

▪ Accuracy is emphasized. Students are expected to attain high standards in translation, because of "the high priority attached to meticulous standards of accuracy which, as well as having an intrinsic moral value, was a prerequisite for passing the increasing number of formal written examinations that grew up during the century" (Howatt 1984: 132, cf. Jack C. Richards & Theodore S. Rodgers, 1986,4).

▪ Grammar is taught deductively, that is, by presentation and study of grammar rules, which are then practiced through translation exercises.

▪ The student's native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the foreign language and the student's native language.

Techniques

▪ Translation of a literary passageStudents translate a reading passage from the target

language into their native language.

The reading passage then provides students with the opportunity of learning (memorizing) vocabulary and grammatical rules.

The passage may be taken from literary works of the target language.

The translation may be written or spoken or both.

Students should not translate idioms and the

Reading comprehension questionsStudents answer questions in the target language

based on their understanding of the reading passage. Three types of question might be asked: 1-Questions ask for information contained within the reading passage. 2-Questions that require students to make some inferences or to reach some conclusions.(Direct answers to these questions are not contained within the passage) 3- Questions requires students to relate the passage to their own experience

Antonyms synonyms Students are given one set of words and are asked

to find antonyms in the reading passage.

A similar exercise could be done by asking students to find synonyms for a particular set of words.

▪ CognatesStudents are taught to recognize cognates by learning

the spelling or sound patterns that correspond between the languages.

Students are also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language.

This technique, of course, would only be useful in languages that share cognates.

▪ Deductive application of ruleGrammar rules are presented with examples.

Exceptions to each rule are also noted.

Once students understand a rule, they are asked to apply it to some different examples.

▪ Fill-in-the-blanksStudents are given a series of sentences with words

missing.

They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses.

▪MemorizationStudents are given lists of target language

vocabulary words and their native language equivalents and they are asked to memorize them.

Students are also asked to memorize grammatical rules.

▪ Use words in sentences In order to show that students understand the

meaning and use of a new vocabulary item, they make up sentences in which they use the new words.

▪ Composition The teacher gives the students a topic to write

about in the target language. The topic is based upon some aspect of the reading passage of the lesson.

Sometimes, instead of creating a composition, students are asked to prepare summary of the reading passage.

Thank you for

listening!