Techniques and Principles

in Language Teaching
The Grammar-Translation Method
 Contents
1. Introduction
2. The Grammar-Translatio
n
Method
3. The Direct Method
4. The Audio-Lingual Method
5. The Silent Way
6. Desuggestopedia
7. Community Language Learning
8. Total Physical Response
9. Communicative Language Teach
ing
10. Content-based Instruction
11. Task-based Language Learnin
g
12. The Political Dimensions of La
nguage Teaching and the Partic
ipatory Approach
13. Learning Strategy Training, Co
operative Learning, and Multip
le Intelligences
14. Emerging Uses of Technology i
n Language Teaching and Lear
ning
15. Conclusion
• Introduction
• Experience
• Thinking about the Experience
• Reviewing the Principles
• Reviewing the Techniques
• Conclusion
 Introduction

• The Grammar-Translation Method was called

the Classical Method since it was first used in t
he teaching of the classical languages, Latin an
d Greek (Chastian, 1988). - p. 13, line 3
• This method was used for the purpose of helpi
ng students read and appreciate foreign langua
ge literature. - p.13, line 4
• Through the study of the grammar of the target la
nguage, students would become more familiar wit
h the grammar of their native language and that t
his familiarity with the grammar of their native la
nguage better. -p.13, line 6
• Finally, it was thought that foreign language learn
ing would help students grow intellectually. -p.1
3, line 9
 Experience

• Materials
• Procedure:
Thinking about the Experienc
e
Observations Principles
A fundamental
purpose of learning a
language is to be able
to read literature
1. The class is reading written in it. Literary
an excerpt form Mark language is superior
Twain’s Life on the to spoken language.
Mississippi. Students’ study of the
target culture is
limited to its
literature and fine
arts.
 Observations Principles
An important goal is
for students to be
able to translate each
language into the
2. Students translate
other. If students can
the passage from
translate from one
English into Spanish.
language into
another, they are
considered successful
language learners.
 Observations Principles
3. The teacher asks
students in their
The ability to
native language if
communicate in the
they have any
target language is not
questions. A student
a goal of language
asks one and is
instruction.
answered in her
native language.
 Observations Principles
The primary skills to
be developed are
4. Students write out
reading and writing.
the answers to
Little attention is
reading
given to speaking and
comprehension
listening, and almost
questions.
none to
pronunciation.
 Observations Principles
5. The teacher
decides whether an
answer is correct or The teacher is the
not. If the answer is authority in the
incorrect, the teacher classroom. It is very
selects a different important that
student to supply the students get the
correct answer or the correct answer.
teacher herself gives
the right answer.
 Observations Principles

It is possible to find
6. Students translate native language
new words from equivalents for all
English into Spanish. target language
words.
 Observations Principles

Learning is facilitated
7. Students learn that
through attention to
English
similarities between
‘-ty’ corresponds to –
the target language
dad and
and the native
–tad in Spanish.
language.
 Observations Principles

8. Students are given It is important for

a grammar rule for students to learn
the use of a direct about the grammar or
object with two-word form of the target
verbs. language.
 Observations Principles

Deductive application
9. Students apply a of an explicit
rule to examples they grammar rule is a
are given. useful pedagogical
technique.
 Observations Principles

Language learning
10. Students
provides good mental
memorize vocabulary.
exercise.
 Observations Principles

Students should be
11. The teacher asks
conscious of the
students to state the
grammatical rules of
grammar rule.
the target language.
 Observations Principles

12. Students
Wherever possible,
memorize present
verb conjugations and
tense, past tense, and
other grammatical
past participle forms
paradigms should be
of one set of irregular
committed to memory.
verbs.
 Reviewing the Principles
1. What are the goals of teachers
who use the Grammar-Translation
Method?
• Learning a foreign language is to be able to rea
d literature written in it. Literary language is s
uperior to spoken language. If students can tra
nslate from one language into another, they are
considered successful language learners.
 2. What is the role of the teacher?

• The teacher is the authority in the classroom. I

t is very important that students get the correct
answer.
• Learning is facilitated through attention to simi
larities between the target language and the nat
ive language.
 2. What is the role of the students?

• Students should be conscious of the grammatic

al rules of the target language.
3. What are some characteristics of the te
aching/learning process?

• Students study grammar deductively; that is, th

ey are given the grammar rules and examples, a
re told to memorize them, and then are asked t
o apply the rules to other examples.
• Students memorize native language equivalents
for target language vocabulary words.
4.What is the nature of student-teacher interacti
on?
What is the nature of student-student interaction?

• Most of the interaction in the classroom is fro

m the teacher to the students.
• There is little student initiation and little studen
t-student interaction.
5. How are the feeling of the students dealt with?

• There are no principles of the method which re

late to students’ feelings.
 6. How is the language viewed?
How is culture viewed?

• Literary language is considered superior to spo

ken language and is therefore the language the
students study.
• Culture is viewed as consisting of literature and
the fine arts.
7. What areas of language are emphasize
d?
What language skills are emphasized?
• Vocabulary and grammar are emphasized.
• Reading and writing are the primary skills that
the students work on.
8. What is the role of the students’ native language
?

• The meaning of the target language is made cle

ar by translating into the students’ native langu
age. The language that is used in class is mostl
y the students’ native language.
 9. How is evaluation accomplished?

• Written tests in which students are asked to tra

nslate from their native language into the target
language or vice versa are often used.
10. How does the teacher respond to student err
ors?

• Having the students get the correct answer is c

onsidered very important.
 Reviewing the Techniques
• Translation of a literary passage
• Reading comprehension questions
• Antonyms/Synonyms
• Cognates
• Deductive application of rules
• Fill-in-the-blanks exercise
• Memorization
• Use words in sentences
• Composition
 Conclusion
• Do you believe that a fundamental reason for learning another langua
ge is to be able to read the literature written in the target language?
• Do you think it is important to learn about the target language?
• Should culture be viewed as consisting of literature and the fine arts?
• Do you agree with any of the other principles underlying the Gramma
r-Translation Method? Which ones?
• Is translation a valuable exercise?
• Is answering reading comprehension questions of the type described he
re helpful?
• Should grammar be presented deductively?
• Are these or any of the other techniques of the Grammar-Translation
Method ones which will be useful to you in your own teaching? Whic
h one?
 Activities

• A. Check your understanding of the Grammar

-Translation Method.
1. It has been said that the Grammar-Translation Me
thod teaches students about the target language, bu
t not how to use it. Explain the difference in your
words.
2. What are the clues that this method had its origin i
n the teaching of the classical languages, Latin and
Greek?