

The Grammar – Translation

Method
INTRODUCTION
The Grammar Translation Method is not new. It 
has had different names, but it has been used by
language teachers for many years. At one time it
was called the Classical Method Since it was first
used in teaching of classical languages . This
method was used for the purpose of helping
students read and appreciate foreign language
. literature
PRINCIPLES
The ability to communicate ( speaking ) in the target- 
.language is not a goal of foreign language instruction

The primary skills to be developed are reading and- 

writing . Little attention is given to speaking and listening
.and almost none to pronunciation

The teacher is the authority in the classroom .It is very- 

.important the students get the correct answer
It is possible to find native language equivalents for all - 
. target languages words

 The primary skills to be improved are reading

and writing.
 Its focus is on accuracy (grammatical correctness) and
not fluency.
 Students should be conscious of the
grammatical rule of the target language.
 Literary language is superior to the spoken
language. Students study literature and fine arts.

 Translating each language into each other is an

important goal for learners.
 structures of the foreign languages are best
learned when compared and contrasted with
those of mother tongue.
 It’s important for students to learn about the form
of the target language.
 It provides good mental exercise through
memorizing vocabulary.
 Deductive application of an explicit grammar
rule is a useful technique. (rule example
?What is the role of the teacher . 
The roles are very traditional. The teacher is the 
authority in the classroom. The students do as he says so
.they can learn what he knows
 What language skills are emphasized? Vocabulary and
grammar are emphasized. Reading and writing are the
primary skills that the students work on. There is
much less attention given to speaking and listening.
Pronunciation receives little, if any, attention.
 CHARACTERISTICS
 A focus on learning the rules of grammar and
their application in translation passages from one
language into the other
 Vocabulary in the target language is learned
through direct translation from the native
language. e.g.
the house =‫بيت‬22‫لا‬
the book = ‫كتاب‬22‫لا‬
 Readings in the target language are translated
directly and then discussed in the native language.

 Grammar is taught with extensive explanations in

the native language, and only later applied in the
production of sentences through translation from
one language to the other. e.g:
Do you have my book? = ………………………….
I don’t know where your book is = ………………….
 Students will be able to read literature written in
the target language

 Students will be able to translate from one

language to another

 It Helps students to develop reading and writing

skill
 To help students read and appreciate foreign
language literature

 Students can become more familiar with the

grammar of their native language also write and
speak their native language better

 Helpful for mental exercise

 TECHNIQUES
1. Translation of a literary passage

› Students will be asked to read a literary passage and

then translate the target language into their native
language
› Translation may be written or spoken
› Translation made by the students can show that they
understand their meaning
 Reading comprehension questions
› Students answer these questions in the target language
› Answers to the questions may be:

Contained in the Related to

text inferred experience

 Antonyms / synonyms
› Students are asked to find antonyms in the reading
passage or, to define a set of words based on their
understanding of them as they occur in the reading
passage
 Cognates
› Recognize cognates by learning the spelling or sound
patterns that correspond between the language
› Students also asked to memorize words that look like
cognates but have meanings in the target language
that are different from those in the native language
 Deductive application of rule
› It is important for students to learn about the
forms(grammar rules) of the target language
› Grammar rules are presented with examples
› Students are asked to apply the rules on examples they
are given
 Fill in the blank
› Teacher give students sentences with word missing.
› Students should fill in the blanks with the new
vocabulary or with a particular grammar type
 Memorization
› Students are asked to memorize new words,
grammatical rules, and verb conjugation
 Use the words in sentences
› Students are asked to make up sentences with the
new words they learn in the text
› This technique can show whether students really
understand the new words
 Composition
› Students are asked to write a composition in the target
language
› The topic is based on some aspect of the reading
passage
ADVANTAGES
 An effective way for application of grammar and
sentence structure

 Teacher’s labor is saved.

 Phraseology of the target language is quickly
explained through translation.
 Least stressful for students as they use their
native language.
DISADVANTAGES
 Wrong idea of what language is.
 Unnatural method. It starts with the teaching of reading
not listening.
 Speech is neglected as it lays emphasis on reading and
writing.
 It does not give pattern practice.
 Less learners’ motivation

 Create frustration for learners