IDE201-WEEK 3

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 The Grammar Translation Method
Classical Method, Traditional Method, Prussion Method, Grammar
School Method

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 1. The Grammar Translation Method
• The GTM is an old and traditional method that was first utilized to teach classical
languages like Latin and Greek.
• The reason why oral language was not the focus of this method can be attributed to the
fact needs that it was used to teach dead languages.
• It did not follow any approach.
• The purpose: read its literature so that learner can develop themselves intellectually
and strengthen their minds. ( mental disipline )
• The lessons are taught in Ss' first language by making use of translation.

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Learning Theory: Deductive teaching
• In deductive learning, the learners are given the rules of the target language directly and
explicitly and the correct productions of the structures are reinforced through example
sentences and exercises.
• Translation is the main way of learning the language.

Language Theory:
• L2 helps learners to understand the literature.
• The abstract grammatical rules of L2 are important.
• Ss learnthe structures of L1.
• Written lang. is considered superior over spoken lang.

Goals and Objectives:

• Learning L2 is able to read and understand its literature.
• To read literature, Ss need to learn grammar rules and vocabulary L2.
• Studying a foreing lang. provides good mental exercise.
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The Role of Culture:
• Culture is limited to the literature and the fine arts of the target language.

The Role of Mother Tongue:

• Classroom lang. is L1
• Meaning of L2 is made clear by translation into L1
• L1 is used to teach grammar and vocabulary.
• Classroom instructions are in L1

The Role of the Teacher: The Role of the Student:

Strict, main authority Obedient

T is the knowledge provider. Passive receiver
T centered T says, Ss do

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Interaction
• T Ss little interaction
• Ss X Ss
Teaching Language Areas:
• Grammar and vocabulary are primary language areas to be taught. Because the written
language is given utmost (son derece) importance, and the spoken language is neglected, so
pronunciation is not focused for development.
Teaching Grammar:
• Teaching grammar occurs through the use of deductive teaching.
• Students are supposed to memorize the abstract rules of the linguistic structures.
• Afterwards, they apply these rules to new examples in the exercises.
• In the meantime, the teacher compares and contrasts the rules of the structures in the students'
first language and the target language using translation.

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Teaching Vocabulary:
• to provide lists of isolated words with their meanings in the Ss' first language.
• The unknown words can also be given with their synonyms and antonyms.
• Then, the students are asked to memorize them.
• The new words are never taught in a meaningful context.
• Another common way to teach words is the use of cognates.

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Cognates are the words in two different languages, which have similar spelling and pronunciation. It is
divided into two:
1.True Cognates: These are the words in two languages that have similar spelling and pronunciation and
the same meaning (e.g., cinema -sinema; theatre - tiyatro).
2. False Cognates: This time, the cognates have different meanings in the two languages (e.g., complexi
(meaning complicated in English) kompleks (spor kompleksi or kompleks).

Teaching Language Skills: As already pointed out, the written language is superior over the spoken
language; therefore, writing and reading skills are aimed to be developed. Yet, speaking and listening skills
are neglected.

Reading comprehension questions are:

• the questions the answers of which can be directly found in the passage.
• the questions that students can answer by ach inferencing
• the questions that students can answer by relating the passage to their own experience.
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Error Correction:
• Immediate and direct error correction comes from the teacher in a strict manner.
• Errors are not tolerated.
Materials: The passages are the extracts from the literature in the target language. The teacher
may either prepare the text on his/her own or utilize an authentic literary text. However, real life
situations and texts including daily language use do not have any role in teaching.

Syllabus Type:
• Structural syllabus, in which discrete grammar structures are taught in every lesson. Each unit
is named with a grammatical structure. The order of structures is from simple to complex.

The Feelings of the Ss’:

• Ss' feelings are not put at the centre of the focus in this method.
• There is no information about how it handles with students' feelings because it is not based on
humanistic approach.
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 Techniques
Evaluation: Translation of a literary passage
Translation L2 L1 or L1 L2 Reading comprehension questions
Written tests Antonyms/ synonyms
Fill-in-blank Deductive application of rule
Synonyms, Antonyms, Cognates Fill-in-the blanks
Comprehension questions Memorization of vocabulary and grammar rules
Composition writing Using words in sentences
Writing composition L2

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Criticism
The Grammar Translation Method has certain advantages. For example, the students can produce accurate
sentences in terms of structure and the vocabulary usage. They can also build up their grammar knowledge
regarding the rules and exceptions and the vocabulary knowledge. In addition, they become highly
intellectual and capable of abstract reasoning. The method has also some advantages on the part of the
teacher. Because the method does not focus on teaching speaking, listening and the communication in the
target language, it does not require the teachers to have native like proficiency. Thus, even an average
teacher in terms of language proficiency can manage the class and teach the language. However, the
method has been criticized in terms of the following aspects:

• Communication skills are neglected, so the students cannot interact in the target language.
• The ability to use correct pronunciation and intonation cannot be developed.
• The students are often trained in artificial and old forms of language which are not used in daily
language.
• The real life contexts are not used to teach unknown words and linguistic structures.
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 2. Reform Movement
• Seeing that the GTM did not facilitate using the target language communicatively
through the de-contextualized grammar and vocabulary teaching, some language
teaching specialists such as Marcel, Prendergast, and Gouin had criticized this method
and added that:

• Grammar should be taught inductively by making use of meaningful contexts.

• In order to create these meaningful contexts to teach structures and new words,
situations and topics should be utilized.

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• The Ss should learn the target language as in the way they acquire their mother tongue;
namely the order of the language skills to be taught should be listening, speaking,
reading and writing.
• The students should be first exposed to spoken language before they see it in written
form.
• The new words should be introduced in sentences and sentences should be given and
practiced in meaningful and real life situations rather than being taught as disconnected
elements.
• Translation should be avoided even though the meaning of the unknown words can be
explained and Ss' comprehension can be checked and verified using their first
language.
• The Reform Movement paved the way for the appearance of the Direct Method, which
aimed at teaching the foreign languages in a natural way for the purpose of
communication.
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 3. Direct Method
Natural Method, The Reform Method, Berlitz Method

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• DM appeared as a reaction to the GTM because it could not enable the students to use
the target language communicatively in real life situations. It was accepted that a
foreign language could be learnt without translation and the use of the students' mother
tongue when and if the meaning of the input was conveyed directly by means of
demonstration, action and pictures.

• Direct Method is a method of teaching a foreign language through conversations,

discussion and reading in the language itself, without the use of the students' first
language, without translation and without teaching grammar explicitly.

• Rather than utilizing analytical procedures which explained grammatical structures in

classes, teachers should encourage direct and spontaneous use of the target language.
• Only then could the students be able to induce grammar rules.
• Moreover, developing speaking skills began with a systematic focus on pronunciation.

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Direct Method is also known as Bertitz Method in the language schools that were founded by Maximilian Berlitz, which were
successful in teaching foreign languages in the United States. Some of the guidelines of Berlitz schools for teaching spoken
language, inspired from Direct Method are as follows:
• Never translate: demonstrate .
• Never explain: act
• Never make a speech: ask questions
• Never imitate mistakes: correct
• Never speak with single words: use sentences
• Never speak too much: make students speak much
• Never use the book: use your lesson plan
• Never jump around: follow your plan
• Never go too fast: keep the pace of the student
• Never speak too slowly: speak normally
• Never speak too quickly: speak naturally
• Never speak too loudly: speak naturally
• Never be impatient: take it easy
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Learning Theory: It is believed that there is a direct relation between form and meaning
and learning a foreign language resembles to first language acquisition.
• Therefore language learning and teaching should be inductive, where the students can
discover the rules of the grammar out of a meaningful context.
• Learning takes place naturally through the direct exposure to the foreign language.
Language Theory: Language is primarily for oral communication. Interference of
another language in the learning process is not wanted; that's why the use of the students'
mother tongue in the class is prohibited.
Goals and Objectives: The goal of learning a foreign language is to be able to
communicate and interact in that language by learning to think in the target which
language.
• Situations and topics are used to establish a classroom environment where the students
can have a of the chance to speak the target language.
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The Role of Culture: Since daily speech and daily language use are seen essential and
important, life style, customs, traditions, daily habits, food and history of the target
culture along with its art and literature are brought to the classroom and taught to the
students.
The Role of L1:
• Ss' first language has no role in the teaching and learning process in the classroom.
• Ss are not allowed to speak in their mother tongue.

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The Role of the Teacher:
• A director
• the primary source of input
• A model for the target language.

The Role of the Student:

• Ss are active participants and processors of comprehensible input in the target language provided by the
teacher.
Teaching Language Areas: Due to the fact that language is primarily considered to be oral, first developing
correct pronunciation skills is aimed. So a model from a native speaker of the target language may be presented
in the class. Vocabulary teaching is also significant in order to understand the input the students are exposed to.

Teaching Grammar: Inductive teaching of grammar

• The students are provided with the context and example sentences in which the designated structures appear
and they are expected to discover and acquire these rules. Particularly Yes/No questions are employed to help
students deduce the rules of the structures.

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Teaching Vocabulary: In order to convey the meaning of the unknown words, most frequently
pictures, realia, sample sentences are used. First language is never utilized to say the meaning of
the new words. Thus, concrete vocabulary (i.e., book, bag, flower etc.) is presented and taught
via objects (i.e realia, pictures, and flashcards) and demonstration and miming; however, abstract
vocabulary (i.e., respect, love and hate etc.) is taught by association of ideas. Especially
frequently used words in daily language are aimed to be taught, not old-fashioned and less
common vocabulary.

Teaching Language Skills:

• Owing to the fact that Direct Method is a natural method, it follows the natural order for
developing language skills; that's, listening, speaking, reading, and writing.
• Fluency is emphasized over accuracy. Particularly, speaking and listening skills are at the
centre, and the reading and writing skills are developed in parallel with listening and speaking.

Interactions:
• T Ss (T directed)
• Ss Ss
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Error Correction:
• Ss are encouraged and expected to notice their own error and correct them on their own.
• In other words, self-correction is strongly emphasized.
Materials: Materials including daily language use and frequently used words are commonly used in classes.
Reading passages about daily issues, life styles etc. of the target culture and situation-based dialogues are the
other type of frequently observed materials in a classroom where DM is adopted
Syllabus Type:
• situational and topical syllabuses. Situations (e.g., at the school, in the cinema, etc.) or topics and themes (e.g.,
culture, transportation, education, family etc.) set the context to provide input and interaction.

The Feelings of the Ss: There are not any reflections from Humanism in DM. Therefore, we are provided with
no information about how to handle with students' feelings towards the language and language learning process.
Evaluation:
• Ss are evaluated in terms of their ability to use the target language communicatively.
• Their knowledge about the language and its abstract rules and explanations are not tested.
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Techniques:
• reading aloud
• question and answer exercises
• self-correction
• conversation practices T-S-S-S-S
• dictation
• meaning-based fill-in-the-blank exercise drawing
• drawing (for listening comprehension as in map drawing)
• paragraph writing

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Criticism: Although there are some positive to be aspects of Direct Method such as its
provision of context and meaningful input, contribution to the development of speaking
and listening, it has been criticized regarding some of its principles:

• The use of the students' first language is strictly banned. This quite harsh rule can
cause anxiety for the students.

• Abstract words are difficult to explain and teach in the target language and teachers run
the risks of spending time more than necessary in providing the meaning.

• The accuracy in grammar is not among the primary aims possibly leading to incorrect
language productions.

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