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GTM Vs DM

The Grammar Translation Method (GTM) was used in the 19th century to teach classical languages through translation and grammar rules. The Direct Method (DM) was developed as an alternative that taught languages through immersion without translation. GTM focused on reading, writing, and grammar while DM emphasized speaking and listening. While GTM was easier for teachers, DM was more effective at teaching communication skills. Both methods have drawbacks, so the most appropriate method depends on the specific learning context and objectives.

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3K views

GTM Vs DM

The Grammar Translation Method (GTM) was used in the 19th century to teach classical languages through translation and grammar rules. The Direct Method (DM) was developed as an alternative that taught languages through immersion without translation. GTM focused on reading, writing, and grammar while DM emphasized speaking and listening. While GTM was easier for teachers, DM was more effective at teaching communication skills. Both methods have drawbacks, so the most appropriate method depends on the specific learning context and objectives.

Uploaded by

drmohaddes hossain
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 DOC, PDF, TXT or read online on Scribd
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GTM versus DM

The Grammar Translation Method was originally used in European schools to teach classical
languages such as Latin and Greek. It was popular between 1840 and 1940. The German scholar
Charles Berlitz came up with an alternative approach that stressed that all foreign language teaching
should occur in the target language only, with no translation. The new method became very popular
during the first quarter of the 20th century, especially in private language schools in Europe. In this
essay we compare and contrast the methods in terms of their objectives, approaches (underlying
theories), designs and procedures.

Objectives: In GTM the objective is that learners will develop intellectually by studying classical
literature and they will also benefit from translation and analysis of grammar. On the other hand, in
DM students learn to communicate in the target language by learning how to think in that language
and by not involving L1 in the learning process. Objectives include teaching students how to use the
language spontaneously and orally.

We can compare the key features (or, principles) of the Grammar Translation method and the Direct
method as follows:
(1) In GTM classes are taught in the mother tongue, with little active use of the target language.
In DM, classes are taught in the target language and use of mother tongue is not allowed.
(2) In GTM, vocabulary is taught in the form of bilingual lists of isolated words. In DM, students
learn vocabulary in context and only everyday vocabulary is taught. Concrete vocabulary is
taught through demonstration, objects, and pictures; abstract vocabulary is taught by
association of ideas.
(3) Long elaborate explanations of grammar are given in GTM. In DM students are expected to
pick up grammar subconsciously. That is, in DM grammar is taught inductively.
(4) Instruction in GTM often focuses on the form and inflection of words but in DM focus is on
understanding and communicating meaning.
(5) In a typical GTM class learners spend time reading difficult classical texts whereas in DM
students study every day texts.
(6) In GTM students learn translating disconnected sentences from the target language into their
mother tongue. Translation has no place in DM.
(7) In DM, oral communication skills are built up through question-and-answer exchanges
between teachers and students in small, intensive classes. In GTM, there is hardly any oral
communication practice, and classes are generally large.
(8) In GTM no attention is given to pronunciation but in DM students imitate the native speaker.
(9) In GTM, reading and writing are the priority whereas in DM speaking and listening
comprehension are emphasized over other skills.

Bijoy Lal Basu Page 1


Techniques: The teaching techniques/items in the Grammar Translation Method are as follows:
(1) Translation (2)Reading Comprehension (3) Antonyms/Synonyms (4) Cognates
(5) Deductive Application of Rules (6) Fill-in-the-blanks (7) Memorisation
(8) Vocabulary practice (9) Composition
Here are some typical techniques of teaching in the Direct Method:
(1) Reading Aloud (2) Question and Answer Exercise (3) Student Self-Correction
(4) Conversation Practice (5) Fill-in-the-blank Exercise (6) Dictation
(7) Paragraph Writing

Drawbacks: Obviously, there are many drawbacks to the Grammar Translation Method. Virtually no
class time is allocated to allow students to produce their own sentences, and even less time is spent on
oral practice. There is often little contextualisation of the grammar and the type of error correction
that this method requires can actually be harmful.
The Direct Method requires small class size, motivated learners and talented teachers in order to
succeed really well. Another fundamental flaw to the method is it cannot ensure students’
achievement of a sufficient level of proficiency in L2 structure and reading.

Conclusion: Despite having many drawbacks, the GTM method is still common in many countries. It
requires few specialised skills on the part of teachers. Tests of grammar rules and of translations are
easy to construct and can be objectively scored. In contexts where students do not need to acquire
communicative abilities, students have little motivation to go beyond grammar analogies,
translations, and rote exercises.  However, the emphasis on achieving 'correct' grammar with little
regard for the free application and production of speech made the method unpopular at the turn of the
twentieth century. The Direct Method represented a step away from the Grammar Translation
Method. It was one of the foundations upon which the well-known Audiolingual Method was later
expanded.

As you will have seen, this sample essay is written in the context of Europe where the methods were
originally introduced. If applied in the EFL context in Bangladesh, how would they fare? Remember
that Bangladesh is not a single, uniform context but rather a complex mosaic of diverse settings –
rural, urban, Bengali-medium, English- medium, for example -- and you have to give an analysis of
the particular context you are familiar with in order to examine the degree of fit between the method
and the context you have chosen to highlight.

Bijoy Lal Basu

Bijoy Lal Basu Page 2

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