Grammar Translation Method

Grammar Translation Method
Nurdin Syidik
What is Grammar Translation Method?
The grammar-
translation It was originally used to
method of teach “dead” languages
(and literatures) such as
foreign
Latin and Greek,
language
involving little or no
teaching is one spoken communication
of the most or listening
traditional comprehension
methods
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 to
direct translation from the native
language, it is taught in the form
of isolated word lists. e.g. with
vocabulary tests such as:
Characteristics
 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.
 Very little teaching is done in the
target language. Instead, readings in
the target language are translated
directly and the discussed in the native
language. Little or no attention is
given to pronunciation.
Principles
The primary skills to
be improved are To be able to
Translating each communicate with
reading and writing
language into each target language’s
other is an important speaker is not among
goal for learners the goals
Error correction: If a
The authority in the student’s answer of a
classroom is the question is incorrect,
teacher the teacher selects a
different student to
give the correct
Its focus is on Literary language is answer or she/he
accuracy and not superior to the spoken replies
fluency language herself/himself.
A class working with the Grammar
Translation Method looks like this:
Classes are taught in the mother tongue, with little active
use of the target language
Much vocabulary is taught in the form of lists of isolated
words
Long elaborate explanations of the intricacies of grammar
are given
Reading of difficult classical texts is begun early
Little attention is paid to the content of texts, which are
treated as exercises in grammatical analysis
Grammar provides the rule for putting words together, and
instruction often focuses on the form, inflection of words
Disadvantages
This method gives people the
wrong idea of what language is
and of the relationship between
languages. Language is seen as a
collection or words which are
isolated and independent
Worst effect of this method is on

pupil’s motivation. Because
she/he cannot succeed – leads to
frustration, boredom and
indiscipline
It seemed there was no need for
student’s to master the four skills of
English (listening, speaking,
reading and writing)
The grammar-translation method is the easiest

for a teacher to employ. It doesn’t require
teacher to speak good English or make good
lesson preparations
Procedures (the experience)
Activity 1: Reading Comprehension
 The class begins with a reading passage from the foreign language literature.
 Each student is called upon to read a few lines from the passage, then they translate into
their mother tongue the few lines they have just read. The teacher helps them with
suitable translations in case the lack the required vocabulary.
 After finishing reading and translating the passage, the teacher asks them in their mother
tongue if they have any questions. Questions and answers are communicated using the
mother tongue!!!!
 The teacher asks students to write down answers to the comprehension questions at the
end of the passage. The questions are in English and answers should be in English as
well. (the written mode is dealt with in English while the spoken mode = questions are
dealt with in the mother tongue. (see step 3 ).
 Questions on the passage include three types of questions. The first is " right here" or
direct questions. These are the simplest type whose answer is stated directly in the
passage. The second is the inference questions whose answers are not explicitly stated in
the passage, students have to make inferences based on their understanding of the
passage. The third type is the application questions that require students to relate the
passage to their own experiences.
 After answering the questions, the teacher asks students one by one to read the question
and their answer to that question. If the answer is not correct, the teacher selects another
student to supply the correct answer, or the teacher himself gives the "right answer".
Activity II: Vocabulary
 Students turn to a list of words taken from the passage, and are asked to give the
mother tongue equivalent for each one of them. This is conducted as a whole
class activity. If no one knows the equivalent of a certain word, the teacher
provides it.
 Students are given another list of words from the passage and are asked to
provide the opposites of these words (antonyms).
 The same procedure is repeated with words that look the same in English and
Arabic (cognates). Students are asked to search the passage for examples of
cognates and to translate them into their mother tongue.
Activity III : Grammar
 The teacher reads a list of two-word verbs (phrasal verbs). He begins with
phrasal verbs that are familiar to them, then moves to new phrasal verbs in the
passage.
 students are asked to translate them into their mother tongue.
 Then, they are given the rule of a direct object with two- word verbs (separable
vs. inseparable phrasal verbs).
 after reading over the rule and examples, students are asked to tell which of the
following two-word verbs are separable and which inseparable= all these verbs
are taken from the passage.
 they are asked to fill in the blanks with one of these phrasal verbs.
Activity V: Writing
 Students are asked to write a composition in the target language applying the
information in the passage to some similar topic.
Activity IV: Miscellaneous
 At the end of the chapter, there is a list of words that appeared in the passage.
The list is divided into two parts: the first contains separate words and the second
includes idioms. These words and idioms are translated into the students' mother
tongue. Students are asked to memorize them and to write sentence in English
using each word.
 Students are asked to write out the translation of the reading passage into their
mother tongue.
 State the grammatical rule and apply it to examples of their own.
 Take a quiz on the grammar and the vocabulary of this chapter.
Summary of the Grammar –translation
method
The Principles
 The objective of the method is to be able to read and understand written target
language literature.
 The culture of the target language is confined to the literature and the fine arts
Literary language is superior to spoken language.
 An important goal is for students to be able to translate each language into the
other.(Those are the successful language learners)
 The ability to communicate in the target language is not a goal of foreign
language instruction.
 Emphasis on reading and writing, rather than listening and speaking.
The Principles
 Grammar andvocabularyare the basic language elements emphasized,

pronunciation is neglected. Form is emphasized over function.
 The teacher is the authority in the class. It is important that students get the
correct answer from the teacher (model).
 Learning is facilitated through attention to similarities between the target
language and the mother tongue.
 Deductive teaching of grammar.
 Language learning provides a good mental exercise.
Techniques
 Translation of literary passages.

 Reading comprehension questions
 Antonyms/ synonyms
 Cognates
 Deductive application of grammatical rules
 Fill in the blanks
 Memorization (of grammar and vocabulary)
 Use words in sentences
 Composition writing
Assignment
 Prepare a detailed lesson plan according to the Grammar – Translation Method be ready to teach it to your
fellow colleagues in the next meeting. Use intermediate textbooks for making your lesson plan.
 Write down your critique of the method indicating weaknesses and strengths and how to maximize benefit
from the method in our schools.
Thank you ..

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Grammar Translation Method

 A focus on learning the rules of

Worst effect of this method is on

The grammar-translation method is the easiest

 Grammar andvocabularyare the basic language elements emphasized,

 Translation of literary passages.

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