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    GTM - Techniques and Principles

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    Sasha Rodríguez Ortiz

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    © All Rights Reserved
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    GTM - Techniques and Principles

    Uploaded by

    Sasha Rodríguez Ortiz
    2 views2 pages

    Original Title

    GTM_ techniques and principles

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    2 views2 pages

    GTM - Techniques and Principles

    Uploaded by

    Sasha Rodríguez Ortiz

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    The main techniques are:

    Read and translate a literary passage. Learners are asked to translate a literary passage and
    then translate (mainly written translation) the target language into their native language. The
    passage provides the stimulus for learning vocabulary and grammar. The main focus is
    reading and writing at the expense of listening and speaking. Learners’ native language is
    used for explanations, translations, and comparisons between the native language and the
    target language.

    Reading comprehension questions: Learners answer questions in the target language


    based on the reading text and on the student’s own experience related to the text.

    Deductive grammar practice: Grammatical rules are presented by teachers using paradigms
    and examples. Learners are asked to learn rules and apply them through translation
    exercises. Sentences are the main unit of the teaching session and learners are asked to
    translate them into and out of the target language.

    Fill in the blanks exercises: Learners are given sentences or passages with words missing.
    They are asked to fill in the blanks with the correct vocabulary or grammatical item.

    Memorization practice: Learners are given a list of words with the native language
    equivalent and they are asked to memorize them. The selection of the vocabulary is based
    on the text used and learners are taught through bilingual word lists. They are also asked to
    memorize grammatical rules, and grammatical paradigms. The priority is to become
    accurate and to attain very high standards in translation.

    Composition: Teachers give learners a topic and ask them to write a composition on that
    topic in the target language. The topic is usually based on some aspects of the reading text.
    Principles of the Grammar-Translation Method:

    Teachers must assert their authority, as their role is to transmit knowledge to learners and
    the learner’s native language is the medium for instruction. Very little teaching is done in the
    target language. It is an extremely teacher-centered method of teaching.

    Learners need to be able to read the literature written in the target language and learn all the
    relevant vocabulary and grammar. Learners do not play any active role and there is little
    st–st interaction.

    Literary language is superior to the spoken language. Learning a language consists of being
    able to read and translate a text into and out of the target language. The main focus of
    teaching is to develop the learner’s ability to read, write, and translate. Teachers would not
    direct the learner's attention to the content of the text which is treated as a translation
    exercise. Reading of very complex classical texts begins early. To be able to communicate
    using the target language is not an important goal for learners.

    The focus is on accuracy and not fluency. The grammar is taught systematically (following a
    sequencing grammar syllabus) through explicit extensive and elaborated teaching of
    grammatical rules. The main assumption is that a second language is learned through the
    deduction of the grammatical properties of a target L2. When learners have developed a
    conscious and explicit representation of that language, they can apply this ability in the
    production of sentences through translation from one language to the other.

    Errors are corrected. If learners answer a question incorrectly, the teacher would select
    somebody else to give the correct answer and/or he/she replies directly.

    Learners should memorize vocabulary in the form of isolated word lists. Vocabulary in the
    target language is learned through translation from the native language

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