Grammar Translation Method

GTM (Grammar Translation Method)

Introduction

Advantage & Definition

Disadvantage

Language skill History

Language usage Principle

Objective Classroom
techniques
Introduction

Random House Unabridged Dictionary

GTM means a traditional technique of foreign-language teaching based on

explicit instruction in the grammatical analysis of the target language and
translation of sentences from the native language into the target language and
vice versa.

Richard and Rogers, 2002 (as cited in Barb, 2010)

GTM is a way of studying a language that approaches the language first thought
detailed analysis of its grammar rules, followed by the application of this
knowledge through the task of translating sentences and text into and out of the
target language.

Definition

The 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.

History

GTM is the oldest method of teaching. The grammar translation method is a

foreign language teaching method derived from the classical (sometimes called
traditional) method of teaching Greek and Latin. This method has been used
from the classical times to translate classical languages, Latin and Greek, it
has .been called Classical method
Principles

1. The goal of foreign language study is to learn a language in order to read its

literature.

2. Vocabulary and grammar are emphasized.

3. Vocabulary selection is based solely on the reading text used, and words are

taught throw bilingual word lists, dictionary study, and memorization.

4. The sentence is the basic unit of teaching and language practice.

5. Accuracy is emphasized.

6. 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.

7. The student’s native language is the medium of instruction.

Classroom Techniques

1. The roles of the teacher and the student.

2. Translation of literary passage as the main classroom activity.

3. Reading comprehension activity.

4. Vocabulary activity.

5. Grammar activity.
Objectives of GTM

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

Language Usage

L1 USAGE: Classes are conducted in the native language. Classroom instructions

are given in L1

L2 USAGE: The foreign language use is limited. Classroom will use foreign

language for L2

Language Skill

1. READING : read literature in the target language is the aim of this method .

2. WRITING : reading and writing are studied at the same time .

3. LISTENING : little attention is given to listening . There is no listening training .

4. SPEAKING : Also this is not an important aspect of the method .

Advantages

1. 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.

4. The focus on understanding literary texts

5. Makes few demands on teachers although it often creates frustration for

students.

6. Translation is the easiest way of explaining meanings or words and phrases

from one language into another.

7. Teacher and students are easy to communicate/It does not need native
language

Disadvantages

1. Overemphasis on translation can never emancipate the learners from

dependence on the first language.

2. The Grammar-Translation puts too much emphasis on reading and writing

and neglects listening and speaking.
3. In the Grammar-Translation Method, the texts are mostly taken form
literary works. The language learned often doesn’t meet the practical
needs of the learners.

4. Memorizing grammar rules and bilingual word lists does not motivate
students to actively communicate in the target language.

5. No scope for effective communication and very tedious for Learner.

6. Direct translation is widely regarded as an inefficient way of becoming

fluent in any language
 DIRECT METHOD

History
- The direct method of teaching was developed as a reaction to the

Grammar-Translation method.

- The language teaching expert F. Gouin and other reformers tried to

create a method based on the insights drawn from the observation of

child language learning .

- Direct Method was developed by Maximilian Berlitz towards the end of

the19th century in Europe, for economic development, the communication

among nations became more frequent.

- Use the natural way to communicate, like a baby learning its mother

tongue.

Direct Method

- The direct method aims to provide language learners with a practically

useful knowledge of language .Knowing a language is being able to

speak it.
PRINCIPLES OF DIRECT METHOD

- Classroom instruction was conducted in the target language.

- There was an inductive approach to grammar.

- Only everyday vocabulary was taught

- Concrete vocabulary was taught through pictures and objects, while

abstract was taught by association of ideas.

- The learner was actively involved in using the language in realistic

everyday situations.

- New teaching points were taught through practice.

- Students were encouraged to think in the target language.

- Speaking was taught first before reading or writing.

- Grammar was taught inductively.

- The syllabus was based on situations or topics.

- Classroom activities was carried outonly in the target language.

- Emphasis is put on correct pronunciation and grammar.

- Both speech and listening comprehension were taught.

- Not memorization but production.

ROLE OF THE STUDENT

- The teacher and the students are more like partners in the

teaching/learning process.

- The students’ role in direct method is the active learner.

- The students are also the observer and practitioner.

ROLE OF THE TEACHER

- Teacher is the only demonstrator. He/she never translates but

demonstrates the meaning through the use of real images ,photos and

pictures .

- Direct the class activities.

- Students and teachers are partners in the learning processand there is a

large amount of ,learner-learner interaction.

TECHNIQUES

- Reading loud

- Question and answer exe - Dictation

- student self-correct - Map drawing

- Conversation practice - Paragraph writing

- Fill-in-the-blank exercise
ADVANTAGES OF DIRECT METHOD

- Learners have an active role.

- The learning is contextualized.

- It follows the natural order in which a child learns L1 that is listening

,speaking ,reading and writing.

- It lays great emphasis on speaking, the most important skill for many

learners.

- It avoids the unnatural block of translation in the communication process.

- Learner learns the language , not about the language.

- Lively classroom procedures motivate the learner.

- The teaching of vocabulary through realia brings authenticityinto the

classroom .

- The emphasis on speech make it attractive for those who need real

communication in l2.

DISADVANTAGES OF DIRECT METHOD

- Learning l2 is notlike learning l1.

- the child learning l1 has no previous language learning experience , but

the learner learning l2 does.

- There is little systematic structural practice.

- Learners run the risk of inducing incorrect rules.

- The method can be effectively used only by teachers who are native

speakers.

- The learner is confronted with unstructured situations too soon.

- A great deal of teacher-energy is required.

DRAWBACKS

- L2 should be learn in way in which l1 was acquired by total immersion

technique.

- It rejects use of printed word- but this objection is illogical since l2

learner has already mastered his reading skills.

- Later disciples of direct method it to extremes and refused to speak

single word of English in lessons

- Also Direct Methodists failed to grade and structure their materials

adequately – no selection, grading or controlled presentation of

vocabulary and structures.

CONCLUSION

- Direct method is very effective to use the English language by the

teacher to implement in their class.

- The students can understand easily if the teacher uses direct method

because this method enhances the communication skills of the students.

- Focuses on the listening skills of the learners.

- Good for the class of small size.