THE GRAMMAR- TRANSLATION

METHOD
#2nd lec

GTM
INTRODUCTION

 The grammar- translation method of foreign

language teaching is one of the most traditional
methods.
 It was originally used to teach ‘dead’ languages
(and literatures) such as Latin and Greek,
involving little or no spoken communication or
listening comprehension.
 Goal

To read and translate literary masterpieces and

classics.
 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 = la casa
the mouse = el ratÓn
 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 = ………………….
 OBJECTIVES
 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

 Helpful for mental exercise

PRINCIP
LES
 PRINCIPLES

 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.
 The authority in the classroom is the teacher.
 The ability to communicate with the target
language is not among the goals of instruction.
 PRINCIPLES

 The primary skills to be improved are

reading and writing.
 Its focus is on accuracy (grammatical correctness)
and not fluency.
 Ss should be conscious of the
grammatical rule of the target language.
 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
 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 and disadvantages 
ADVANTAGES

 An effective way for application of grammar and

sentence structure
 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