The Grammar Translation Method

The Grammar Translation Method is a method of teaching any foreign language in its simplest way. It is the oldest method used since ages to teach Latin or Greek languages. Hence it is also known as the classical or traditional method of teaching languages. In the United States, this method was first known as the Prussian Method.

The grammar–translation method is a traditional method of teaching foreign languages. In Grammar–translation classes, students learn the rules of grammar and then apply them by translating sentences from the target language into their mother tongue. At a higher level, students may be required to translate the entire text word-for-word.

This method has two main goals:

-to enable students to read and translate literature written in the source language, and

-to further students' general intellectual development.

The Grammar Translation Method originated from the practice of teaching Latin, in the early 16th century. Students then learned Latin for communication, but after the language died out it was studied purely as an academic discipline. When teachers started teaching other foreign languages like English, French and Italian in the 19th century, they followed the same translation-based approach.

Since the Grammar Translation method aims at developing students' reading ability and their general mental discipline, it focuses on reading and writing and has developed techniques which facilitate the learning of reading and writing only. As a result, speaking and listening are neglected.

The material used for the Grammar–translation method is textbooks. A chapter in such a textbook would begin with a bilingual vocabulary list and then grammatical rules for students to study and sentences for them to translate.

In this method, classes are conducted in the student's native language. Grammatical rules are presented and learned deductively, and students learn grammar rules by rote. Then they practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences. Tests often involve translating classical texts.

Characteristics

1.     The student’s native language is the medium of instruction.

2.   Reading and writing are focused, and no attention is paid to speaking and writing.

3.   The sentence is the basic unit of teaching and language practice. More time is devoted to translating sentences into and out of the target language.

4.   Accuracy is emphasized. Students are expected to attain high standards in translation.

5.    Grammar is taught deductively- i.e., by presentation and study of grammar rules, which are then practised through translation exercises.

6.   Words are taught through bilingual word lists. Vocabulary items are presented with their translation equivalents.

7.    Reading difficult text is begun early.

8.   Little or no attention is paid to the pronunciation of words.

Techniques used in GTM Class

1.      Translation of a literary passage

The students translate a reading passage from the target language into the native language. The translation may be written or spoken.

2.    Reading comprehension questions

The students answer questions in the target language based on their understanding of the passage they read.

3.    Antonyms/synonyms

The students are asked to find out the antonym of some words in the passage.

4.    Deductive application of the rules.

Grammar rules are presented with examples. The exception to each rule is also noted. Once the students understand a rule, they are instructed to apply it to some different examples.

5.     Fill in the blanks

The students are given a series of sentences with words missing and they fill in the blanks with new vocabulary items or with items of a particular grammar type.

6.    Memorization

Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical rules and grammatical paradigms such as verb conjugation.

7.     Use words in sentences

To show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.

8.    Composition

The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.

Advantages

1. It saves time and effort.

2. It enriches the learner’s vocabulary.

3. Correct knowledge of the grammar insisted.

4. Students acquire good grammar skills.

5. It is applicable to all levels

Limitations

1. It restricts the skills of speaking and listening to a foreign language.

2. Since the reading skill is facilitated first, the natural order of learning language (listening, speaking, reading, and writing) is ignored.

3. Speaking skills in the target language are neglected.

4. It develops bookish knowledge about the language, listening and speaking do not get due importance.

5. It emphasizes the rules of grammar more than the use.

6. This method encourages students to think first in their mother tongue and then to translate their thoughts into English. This hinders fluency.

In the mid and late 19^th century opposition to the Grammar-Translation Method gradually developed in several European countries. This resulted in laying the foundations for the development of new ways of teaching languages.

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