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Comparison Between GTM and The Direct Method

This document compares the Grammar Translation Method (GTM) and the Direct Method for teaching foreign languages. The GTM focuses on grammar rules, translation, and reading/writing skills. The teacher is the authority and students memorize passively. In contrast, the Direct Method aims for communication. Students practice speaking in real situations while the teacher facilitates more interaction between students and as a partner. Evaluation assesses language use rather than knowledge about the language.

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خاليد خالد
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86 views

Comparison Between GTM and The Direct Method

This document compares the Grammar Translation Method (GTM) and the Direct Method for teaching foreign languages. The GTM focuses on grammar rules, translation, and reading/writing skills. The teacher is the authority and students memorize passively. In contrast, the Direct Method aims for communication. Students practice speaking in real situations while the teacher facilitates more interaction between students and as a partner. Evaluation assesses language use rather than knowledge about the language.

Uploaded by

خاليد خالد
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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‫ خالد النعمي‬:‫الطالب‬

6‫ طرس تدريس‬:‫المادة‬

Comparison between GTM and the Direct method


A- GTM
B- The Direct Method
Q1: What are the goals of teachers?
A- According to the teachers who use the Grammar-Translation Method, a
fundamental purpose of learning a language is to be able to read literature written in
the target language. To do this, students need to learn about the grammar rules and
vocabulary of the target language. In addition, it is believed that studying another
language provides students with good mental exercise, which helps develop their
minds.
B- Teachers who use the Direct Method intend that students learn how to
communicate in the target language. In order to do this successfully, students should
learn to think in the target language.
Q2: What is the role of the teacher? What is the role of the students?
A- Teacher is the strict authority. Classes are teacher centered. Students are the
passive receivers of the new information. The teacher starts the activities and directs
them. Students are supposed to memorize the rules and the new vocabulary with their
meanings in their native language.
B- The teacher usually directs the interactions but he/she is not as dominant as in
GTM. Sometimes acts like a partner of the students.Students are active participants.
Sometimes pair works take place. Even the teacher takes roles in activities.
Q3: What are some characteristics of the teaching/learning process?
A- Students are taught to translate from one language into another. Often what they
translate are readings in the target language about some aspect of the culture of the
target language community. Students study grammar deductively; that is, they are
given the grammar rules and examples, are told to memorize them, and then are asked
to apply the rules to other examples. They also learn grammatical paradigms such as
verb conjugations. They memorize native language equivalents for target language
vocabulary words.
B- Teachers believe students need to associate meaning and the target language
directly. Students speak in the target language a great deal and communicate as if they
were in real situations. The syllabus is based upon situations or topics.

Q4: What is the nature of student–teacher interaction? What is the nature of


student–student interaction?
A- Most of the interaction in the classroom is from the teacher to the students. There
is little student initiation and little student–student interaction.
‫ خالد النعمي‬:‫الطالب‬
6‫ طرس تدريس‬:‫المادة‬

B- The initiation of the interaction goes both ways, from teacher to students and from
student to teacher.

Q5: How are the feelings of the students dealt with?


A- There are no principles of the method which relate to this area.
B-There are no principles of the methods which relate to this area.

Q6: How is the language viewed? How is culture viewed?


A- Literary language is considered superior to spoken language and is therefore the
language the students study. Culture is viewed as consisting of literature and the fine
arts.
B- Language is primarily spoken, not written. therefore, students study everyday
speech in the target language. They also study culture consisting of the history of the
people who speak the target language, the geography of the countries where the
language is spoken, and information about the daily lives of the speakers of the target
language.
Q7: What areas of language are emphasized? What language skills are emphasized?

A-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.
B- Vocabulary is emphasized over grammar. Students work on all four skills (reading,
writing, listening and speaking) from the start. Oral communication is seen as basic
Pronunciation receives attention from the beginning of the course.
Q8: What is the role of the students’ native language?
A- The meaning of the target language is made clear by translating it into the
students’ native language. The language that is used in class is mostly the students’
native language.
B-Students’ native language should not be used in the classroom.
Q9: How is evaluation accomplished?
A- Written tests in which students are asked to translate from their native language
into the target language or vice versa are often used. Questions about the target
culture or questions that ask students to apply grammar rules are also common.
B- In the Direct Method, students are asked to use the language not to demonstrate
their knowledge about it. They are asked to use both oral and written skills. For
example, the students might be interviewed orally by the teacher or might be asked to
write a paragraph about something they have studied.
‫ خالد النعمي‬:‫الطالب‬
6‫ طرس تدريس‬:‫المادة‬

Q10: How does the teacher respond to student errors?


A- Having the students get the correct answer is considered very important. If
students make errors or do not know an answer, the teacher supplies them with the
correct answer.
B- The teacher, employing various techniques, tries to get students to self-correct
whenever possible.

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