Session 1

Grammar Translation Method

Direct Method
 ÷ntroduction

Ô GTM was used for the purpose of helping students

read and appreciate foreign language literature.
Ô Through the study of grammar of the target
language, students would become more familiar
with the grammar of their native language and this
familiarity would help them
Ô
 The Principles
Ô ’

 
 
 
     

À fundamental purpose of learning a FL is to be able
to read literature written in the target language.
Students need to learn about the grammar rules and
vocabulary of the target language.
÷t is believed that studying a FL provides students
with good mental exercise which help develop
their mind.
 ’hat are the role of the
teacher/Students?
The teacher is the authority in the classroom
The students do as the teacher says so they
can learn what he knows.
 ’

  

  

  
 
  

Ô Students are taught to translate from one language
to another.
Ô ’hat they read are readings in the target language.
Ô Students study grammar deductively.
Ô Students learn grammatical paradigm such as verb
conjugations.
Ô Students memorize native language equivalents
for foreign language vocabulary words.
 {  


   

Ô Literary language is considered superior to
spoken language and is therefore the
language students study.
Ô Culture is viewed as consisting of literature
and the fine arts
 ’






 

’
 

 
 


Ô ¦ocabulary and grammar are emphasized.

Ô Reading and writing are the primary skills
that the students work on.
Ô Less attention given to speaking, listening
and pronunciation.
 ’
     
  

 


Ô The meaning of the target language is made
clear by translating it into the students¶
native language.
Ô The language that is used in class is mostly
the students¶ native language.
 { 



 
Ô ’ritten test in which students are asked to
translate from their native language or vice
versa are often used.
Ô Questions about the foreign culture or
questions that ask students to apply
grammar rules are also common
 {    
   
    
Ô {aving the students get the correct answer
is considered very important.
Ô ÷f students make errors or don¶t know an
answer, the teacher supplied them with the
correct answer.
 The Techniques
Ô Translation of a literary passage.
Ô Reading comprehension questions.
Ô Àntonyms/synonyms.
Ô Cognates
Ô Deductive application of rule
Ô Fill-in-the-blanks
Ô Memorization
Ô Use words in sentences
Ô composition
 Conclusion

Ô Classes are taught in the students' mother tongue,

with little active use of the target language.
Ô ¦ocabulary is taught in the form of isolated word
lists.
Ô Elaborate explanations of grammar are always
provided.
Ô Grammar instruction provides the rules for putting
words together; instruction often focuses on the
form and inflection of words.
Ô Reading of difficult texts is begun early in the
course of study.
Ô Little attention is paid to the content of texts,
which are treated as exercises in grammatical
analysis.
Ô Often the only drills are exercises in translating
disconnected sentences from the target language
into the mother tongue, and vice versa.
Ô Little or no attention is given to pronunciation.
 The Direct Àpproach
Ô   

 





 


 


 



 
 



  
Ô   

 




    



!       


 
    



 The Principles

Ô ’

 
 

     

Teacher who use DM intend that students
learn how to communicate in the target
language.
÷n order to do this successfully, students
should learn to think in the target language.
 ’
     
  
 

   
Ô Àlthough the teacher directs the class
activities, the students role is less passive
than in the GTM.
Ô The teacher and the students are more like
partners in the teaching/learning process.
 ’

  

  

  
 
  

Ô ’hen the teacher introduce a new target language,
he demonstrates its meaning through the use of
realia, pictures or pantomimes.
Ô Students speak in target language a great deal and
communicate as if they were in real situation
(Situational and Topical Syllabus).
Ô Grammar is taught inductively.
Ô Students practice vocabulary by using new words
in complete sentences.
 ’
    
  
  

  

Ô The initiation of the interaction goes both
ways, from the teacher to students and from
students to teacher, although the latter is
often teacher-directed.
Ô Students converse with another as well.
 { 


{   
Ô Language is primarily spoken, not written.
Ô Students study common, everyday speech in
the target language.
Ô They also study culture consisting of the
history of the people who speak the TL and
information about the daily lives of the
speakers of the language.
 ’






 

’
 

 
 


Ô ¦ocabulary is emphasized over grammar.

Ô Àlthough work on all four language skills
occurs from start, oral communication is
seen as basic.
Ô Reading and writing exercise are based
upon what the students practice orally first.
Ô Pronunciation also receives attention right
from the beginning of a course.
 ’
     
  

 


Ô The students¶ native language is not be used
in the classroom.
 { 



 
Ô Students are asked to demonstrate their
knowledge about the language both oral and
written skills.
Ô Example:     

  
   





 
    

  
 {    
   
    
Ô The teacher, employing various techniques,
tries t get students to self-correct whenever
possible.
 The Techniques

Ô Reading aloud
Ô Question and answer exercise
Ô Getting students to self-correct
Ô Conversational practice
Ô Fill-in-the-blank exercise
Ô Dictation
Ô Map drawing
Ô Paragraph writing
 Conclusion

Ô Lessons begin with a dialogue using a

modern conversational style in the target
language.
Ô Material is first presented orally with
actions or pictures.
Ô The mother tongue is NE¦ER, NE¦ER
used.
Ô There is no translation.
Ô The preferred type of exercise is a series of questions
in the target language based on the dialogue or an
anecdotal narrative.
Ô Questions are answered in the target language.
Ô Grammar is taught inductively--rules are generalized
from the practice and experience with the target
language.
Ô ¦erbs are used first and systematically conjugated
only much later after some oral mastery of the target
language.
Ô Àdvanced students read literature for
comprehension and pleasure.
Ô Literary texts are not analyzed
grammatically.
Ô The culture associated with the target
language is also taught inductively.
Ô Culture is considered an important aspect of
learning the language.
{atur Thank You!
See you in another method!