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The Grammar Translation Method

The Grammar Translation Method focuses on accuracy through deductive grammar instruction, translation exercises, and memorization. It emphasizes reading and writing over speaking and listening. The teacher's role is to provide rules and examples for students to practice translation. The objectives are developing translation, reading and writing skills through literary texts and vocabulary/grammar exercises.

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81 views

The Grammar Translation Method

The Grammar Translation Method focuses on accuracy through deductive grammar instruction, translation exercises, and memorization. It emphasizes reading and writing over speaking and listening. The teacher's role is to provide rules and examples for students to practice translation. The objectives are developing translation, reading and writing skills through literary texts and vocabulary/grammar exercises.

Uploaded by

gunay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The Grammar translation Method


Grammar Translation Method is a method of foreign or second language teaching which uses
translation and grammar study as the main teaching and learning activities. Accuracy is
emphasized. Grammar is taught deductively; that is, students are given grammar rules and
example and are told to memorize them, and then asked to apply the rules to other examples.
The student’s native language is the medium of instruction.

HISTORY: The grammar-translation method is probably the oldest method for teaching a
foreign language in the West. Because its origins go back to the teaching of classical languages,
it is also known as the classical method The grammar–translation method originated from the
practice of teaching Latin. In the early 16th century, Latin was the most widely studied
foreign language because of its prominence in government, academia and business. However, the
use of Latin then dwindled and was gradually replaced by English, French and Italian. After the
decline of Latin, the purpose of learning it in schools changed. Previously, students had learned
Latin for the purpose of communication, but it came to be learned as a purely academic
subject. Throughout Europe in the 18th and the 19th centuries, the education system was formed
primarily around a concept called faculty psychology. When modern languages began to appear
in school curricula in the 19th century, teachers taught them with the same grammar–translation
method as was used for Classical Latin and Ancient Greek. This method is still being used in the
21st century.

SYLLABUS: GT method is primarily based on translation based syllabus where translation


through deduction application rules, reading comprehension and memorization is done
successfully. The syllabus thus can be called as structural-based syllabus. The order of
structures starts from the easiest. Comparison of Structures of English Language to Structures
of Mother tongue is important. GT method syllabus prioritizes reading and writing over
listening and speaking necessary for developing communicative skills. This method known as
one of the traditional methods of language learning has been in the past to teach “dead
languages” like Greek and Latin that focused more on reading and interpreting and little on
communicating and listening skills. The syllabus of GT method emphasizes highly on the
specific rules of English grammar, rote memorization of difficult vocabulary lists and directly
translating words and phrases from the learners native language into English and vice-versa.

TEACHER’S ROLE: GT method as a traditional method highly emphasizes the role of teacher.
The teacher is considered as the primary source of knowledge, composer of knowledge and
meaning. The teacher is responsible for determining the content of what to teach. The
teacher simply instructs students by initiating a task for the students to do reading, writing, and
translation by rote memorization of vocabulary lists and deductive grammar rules. The
teacher remains as the authority in the class where the teacher provides deductive rules of
grammar and vocabulary lists .The teacher simply asks and instructs students to state the
grammar rule. The primary goal of teacher who uses this method is to make students able to
read literature in target language. The teacher also plays a role of initiator of interaction in
the language classroom. The role of teacher also seems like a facilitator and guide as they
check students and present them from making mistakes.
THE ROLE OF A LEARNER is that of a consumer of knowledge who does whatever
his/her teacher instructs him/her to do. However, the seemingly passive learner has to
memorize vocabulary lists, grammar rules required for reading, writing and translation skills
actively. The learner has to learn about the form of target language. There is very little initiation
of interaction from learner’s part. Since the learner does not concentrate on listening and
speaking the role of learner simply becomes as mere participant, reader, writer, rote-learner
and translator.

.The role of teaching learning instructional materials according to this method is to provide
literary texts and encourage students to do translation activity. The texts also incorporate
vocabulary lists and grammar rules for the students to memorize necessary for developing
reading, writing and translation skills rather than listening and speaking.

OBJECTIVES of this method are 1) to be able to read literature written in the target language;
2) to be able to translate from one language to another; 3) to develop reading and writing skill;
4)to teach translation, 5) to read and understand literary texts in the English language 6)to make
students aware of their native language structure and vocabulary 7)to improve students’ mental
capacities with grammar exercises.

ADVANTAGES: The first language is maintained as the reference system in the learning of the
second language. 2. Comparison between two languages helps students to have a better
understanding of the sentence meaning. 3. Systematic study of grammatical rules plays an
important role in fostering students’ ability of reading and grammar.

Much emphasizing on reading and writing and neglecting listening and speaking are
disadvantages of this method. Memorizing grammar rules and bilingual word lists does not
motivate students to actively communicate in the target language.

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