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    GRAMMAR TRANSLATION METHOD - DADIVAS Final

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    melyn dadivas
    The Grammar Translation method is a traditional language teaching approach that focuses on grammar rules and translation between the target language and native language. It was commonly used in the 19th-20th centuries to teach Latin and Greek. Key features include using the native language for instruction, teaching grammar deductively through explicit rules and translation exercises, and emphasizing accuracy over communication. While it helps with reading skills and language comparison, critics argue it is an inefficient way to develop fluency and neglects listening and speaking skills.

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    GRAMMAR TRANSLATION METHOD - DADIVAS Final

    Uploaded by

    melyn dadivas
    81 views28 pages
    The Grammar Translation method is a traditional language teaching approach that focuses on grammar rules and translation between the target language and native language. It was commonly used in the 19th-20th centuries to teach Latin and Greek. Key features include using the native language for instruction, teaching grammar deductively through explicit rules and translation exercises, and emphasizing accuracy over communication. While it helps with reading skills and language comparison, critics argue it is an inefficient way to develop fluency and neglects listening and speaking skills.

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    The Grammar Translation method is a traditional language teaching approach that focuses on grammar rules and translation between the target language and native language. It was commonly used in the 19th-20th centuries to teach Latin and Greek. Key features include using the native language for instruction, teaching grammar deductively through explicit rules and translation exercises, and emphasizing accuracy over communication. While it helps with reading skills and language comparison, critics argue it is an inefficient way to develop fluency and neglects listening and speaking skills.

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    Download as pptx, pdf, or txt
    81 views28 pages

    GRAMMAR TRANSLATION METHOD - DADIVAS Final

    Uploaded by

    melyn dadivas
    The Grammar Translation method is a traditional language teaching approach that focuses on grammar rules and translation between the target language and native language. It was commonly used in the 19th-20th centuries to teach Latin and Greek. Key features include using the native language for instruction, teaching grammar deductively through explicit rules and translation exercises, and emphasizing accuracy over communication. While it helps with reading skills and language comparison, critics argue it is an inefficient way to develop fluency and neglects listening and speaking skills.

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    THE GRAMMAR

    TRANSLATION
    METHOD
    Prepared by:
    MELYN L.
    DADIVAS
    MAEED
    BACKGROUND
    Also known as the Classical Method
    Traditional method of second language teaching
    in schools.
    Most common language teaching method.
    Stressed the literacy development.
    Teacher centered.
    DEFINITION
    Grammar Translation Method is an
    approach that helps students learn
    grammatical rules and then apply those rules
    by translating sentences between the target
    language and the native language.
    HISTORY
    Originally used to teach Latin and Greek
    in the late 19th and early 20th centuries
    Earlier in the 20th century, this method
    was used for the purpose of helping
    students read and appreciate foreign
    language literature.
    Objectives of Grammar Translation
    Method:
    1. To be able to read literature written in
    the target language
    2. To be able to translate from one
    language to another
    3. To develop reading and writing skill
    KEY
    FEATURES
    Classes are taught in the mother tongue,
    with little active use of the target language.

     Much vocabulary is taught in the forms


    of lists of isolated words.
    KEY
    FEATURES
    Long elaborate explanations of the
    intricacies of grammar are given.

    Grammar provides the rules for putting


    words together, and instruction often
    focuses on the form and inflection of
    words.
    KEY
    FEATURES
    Very little teaching is done in the target
    language. Instead, readings in the target
    language are translated directly and then
    discussed in the native language. Little or no
    attention is given to pronunciation.
    KEY
    FEATURES
    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.
    PRINCIPLE
    S
    PRINCIPLES

    1. The goal of foreign language study is to


    learn a language in order to read its
    literature.

    2. Vocabulary and grammar are


    emphasized.
    PRINCIPLES
    3. Vocabulary selection is based solely on the
    reading text used, and words are taught throw
    bilingual word lists, dictionary study, and
    memorization.

    4. The sentence is the basic unit of teaching


    and language practice.
    PRINCIPLES

    5. Accuracy is emphasized.

    6. The student’s native language


    is the medium of instruction.
    PRINCIPLES

    7. Grammar is taught deductively; that is


    students are given grammar rules and
    example, and are told to memorize them,
    and then asked to apply the rules to other
    examples.
    CLASSROOM
    TECHNIQUE
    S
    CLASSROOM
    TECHNIQUES
    1. Translation of literary passage as the
    main classroom activity.
    2. Reading Comprehension activity
    3. Antonyms/Synonyms
    4. Fill in the Blanks
    5. Use the words in the sentence
    6. Composition
    CLASSROOM
    TECHNIQUES
    1. Translation of literary passage activity
     Students translate a reading passage from the target
    language into their native language.
    2. Reading Comprehension activity

    - Students answer questions in the target language


    based in their understanding on the reading passage.
    CLASSROOM
    TECHNIQUES
    3. Antonyms/Synonyms

    - Students are given set of words and are asked to


    find antonyms in the reading passage.
    4. Fill in the Blanks

    -Students are given a series of sentences with the


    words missing.
    CLASSROOM
    TECHNIQUES
    5. Use the words in the sentence

    -Students are asked to make up sentences with the


    new word they learn in the text.
    6. Composition

    -Students are asked to write a composition in the


    target language. The topic is based on some aspect
    of the reading passage.
    THE ROLE OF TEACHER & LEARNER
    TEACHER LEARNER
     The teacher is the authority  Learner is passive and does
    in the class. as the teacher says.
     Source of the knowledge.  Interactwith the teacher, not
     Explains, translates conduct with the other students.
    practices and correct  Translates, study words,
    mistakes. rules and memorizes.
    ADVANTAGES
    1. The first language is maintained as the reference
    system in the learning of the second language.

    2. Comparison between two languages helps


    students to have a better understanding of the
    sentence meaning.
    ADVANTAGES
    3. Systematic study of grammatical rules plays an
    important role in fostering students’ ability of
    reading and grammar.

    4. Translation is the easiest way of explaining


    meanings or words and phrases from one language
    into another.
    DIS-ADVANTAGES
    1. Overemphasis on translation can never
    emancipate the learners from dependence on
    the first language.

    2. The Grammar-Translation puts too much


    emphasis on reading and writing and neglects
    listening and speaking.
    DIS-ADVANTAGES
    3. In the Grammar-Translation Method, the texts are
    mostly taken from literary works. The language learned
    often doesn’t meet the practical needs of the learners.

    4. Memorizing grammar rules and bilingual words lists


    does not motivate students to actively communicate in
    the target language.
    DIS-ADVANTAGES
    5. No scope for effective communication and
    very tedious for learner.

    6. Direct translation is widely regarded as an


    inefficient way of becoming fluent in any
    language.
    Teaching involves any instructional
    technique that draws learners’ attention to
    some specific grammatical form in such a
    way that it helps them either to understand it
    metalinguistically or process it in
    comprehension so that they can internalize
    it. With this, the teacher has to know the
    suitable method for their teaching learning
    process as the condition, context, and social
    culture in each of the countries is different.
    THANK YOU!

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