GTM Direct Method

In Grammar-Translation Method, the ; the Direct Method teaches English without

teacher translates each and every word, intervention of the mother tongue of the
phrase and sentence of English into Urdu students.

The Grammar-Translation Method depends , while the Direct Method establishes a

on translation direct link between word and idea, word and
expression.
. In the Grammar-Translation Method, word but in the Direct Method sentence is the unit
is the unit of speech, of speech.

In the Grammar-Translation Method, audio-
visual aids are not used to explain the
meanings
The Grammar-Translation Method lays stress
on the writing skill,
The Grammar-Translation Method is useful
at every level, low or high.
In the Grammar-Translation Method, the
role of students is passive; the teacher
monopolizes the entire show.
The students taught by GTM lose touch with
the real life situations.
The Direct Method teaches a language by
use and not by rule. So it opposes the
teaching of formal grammar.
. But the Direct Method makes extensive use
of audio-visual aids for the illustration of
meanings.
but the Direct Method puts emphasis on the
listening skill and the speaking skill.
But the Direct Method is successful in early
classes only.
But in the Direct Method the role of students
is quite active; the teacher enables the
students to express themselves in English.
But in the Direct Methods, life-like situations
are created in the classrooms. Students are
encouraged to express themselves in
English.
The Grammatical Method teaches a
language by rule rather than by use.

GTM DM ALM
the students should the students should the student should be
be able to read learn how to able to use the target
literature written in communicate in the language
the target language. target language. communicatively .
role of the teacher the teacher is the the students and the teacher direct and
& the student authority in the teachers are more like control the language
classroom. the partners in the behavior of the students.
students do as she teaching-learning The students follow the
says so they can process. teacher’s direction and
learn what she respond as accurately and
knows. as rapidly as possible.
characteristic of student are taught students need to New vocabulary and
teaching/ learning to translate from associate meaning structural patterns are
process one language into with the target presented through
another. -students language directly. - dialogues. -The dialogues
study grammar Grammar is taught are learned through
deductively. inductively. -the imitation and repetition. -
 students memorize syllabus used in direct Grammar is induced from
native language method is based upon the examples given -
equivalents for situation or topic. - cultural information is
target language student practice contextualized in
vocabulary words. vocabulary by using dialogues or presented by
new words in the teacher -Student’s
complete sentences. reading and written work
is based upon the oral
work they did earlier.
the nature of teacher to students. teacher to student & teacher and student
student-teacher little student student to teacher student to student : in
interaction & initiation and little students converse chain drills: teacher
student-student student-student with one another.
interaction interaction.
how is the literary language is language is primarily everyday speech is
language viewed? considered spoken not written. emphasized and
comprises several
different levels:
phonological,
morphological, syntactic.
how is culture culture is viewed as they study the culture consists of the
viewed? consisting of history, geography everyday behavior and
literature and the and daily lives of the lifestyle of the target
fine arts. speakers of the language speakers.
language.
what areas of vocabulary and sound system and
language are grammar vocabulary grammatical pattern.
emphasized?
what language reading and writing reading, writing, listening, speaking,
skills are speaking, listening reading, writing(natural
emphasized? order)
What is the role of the students 'native the students’ native the target language is
the students’ language is mostly language should not used in the classroom.
native language? used be used in the
classroom.
How is evaluation written tests in we did not actually the answer to this
accomplished? which students are see any formal question is not obvious.
asked to translate. evaluation in the class
we observed.
How does the the teacher gives the teacher tries to students errors are to be
teacher respond to them correct get students to self- avoided if at all possible.
students errors? answer. correct.

1. GRAMMAR:
In direct method the teacher provides the knowledge in grammar inductivelythrough speak.
On the other hand, the grammar translation method is focused ongrammar rules and their
application is learned through rules.

2. 5. VOCABULARY:

In direct method, the vocabulary is learned through practice everyday, andin grammar
translation method, the vocabulary is learned from the directtranslation of the L1. The
students learn through rules.

3. TEACHER’S ATTITUDE:

The role of teacher is very important, they ask to the students constantly,encourage them
to participate in class and correct their mistakes immediately. Ingrammar translation
method, the role of the teachers is not very active becausethey just limit their work to
translate for the students.

4. STUDENT’S ROLE:

The students are very actives, their oral communication skills are emphasized, and they
have to speak a lot in direct method. The accuracy from the students is expected and they
have to practice by translation in grammar translation method .

5. SKILLS TO BE IMPROVED:

In direct method, oral communications skills were built up in a carefully grade, and in
grammar translation method, primary skills to be improved reading-writing.