The Grammar Translation Method

The grammar-translation method (known also as the grammar translation approach)

of foreign language teaching is one of the most traditional methods, dating back to the
late nineteenth and early twentieth centuries in the teaching of Latin and Greek.
This method was used for reading and appreciating foreign language literature under
the form of reading passages for grammar rules, vocabulary and translation with the
help of the teacher.

Objectives
The method has two main goals:
1. Read and appreciate literature written in the target language.
2. Push the learner to learn about the grammar rules and vocabulary of (L2)

Characteristics
 Memorization of words, grammar rules and vocabulary
 Very little teaching is done in the target language

 Example of a class using this method. ---------

 Instead, readings in the target language are translated directly and then
discussed into the native language, often precipitating in-depth comparisons of
the two languages themselves.
 Grammar is taught with extensive explanations in the native language, and only
later applied in the production through translation from one language to
another one.
 It also required students to translate whole texts word by word.
 Tests would often ask students to replicate classical texts in the target
language.
 Translation is very important and the easiest way of explaining meaning of
words. Any other method of explaining vocabulary items in the second
language is found consuming.

 Examples -------------

Teacher’s profile - > He is the source of knowledge, authority in class. In this

context the students become “passive”
Techniques
 Translation: Students will be ask to read a literary passage and then translate
the target language into their native language
 Deductive application of rules: Students understand the grammar rule and
apply it to examples.
 Memorization: Students are ask to memorize new words, grammatical rules,
and verb conjugation (To learn things by heart)
 Fill in the blanks: Teacher gives students sentences with word missing.
Students should fill the blanks with new vocabulary or a particular grammar
type.
 Reading comprehension questions: Students are asked in their mother tongue,
but the answer will be in the target language.
/Questions (L1)
/Answers (L2)

Advantages and Disadvantages

 It gives learners the wrong idea of what language is. Language is seen as a
collection of words which are isolated and independent.
 Writing over speaking - > Students develop their writing skills but fail to express
themselves orally. No importance given to pronunciation. There’s a lack of
communication.
 It affects learner’s motivation which can lead to frustration, boredom and
indiscipline.
 It doesn’t take into account listening and speaking skills like other methods
such as TPR method (Total physical response) or the Direct method
 The teacher doesn’t need to know the language very well neither prepare a
good lesson.

Conclusions

 It’s an unnatural method. The natural order of learning a language is listening,

speaking, reading and writing. That is the way how the child learns his mother
tongue, but in this method the process is reversed.

 Translation is the key to this methodology as is reading and writing. There is not
normally any listening or speaking practice carried out moreover, there is
virtually no pronunciation practice for the students.
 Exact translation is impossible due to the variation of language

L1: French “Table” “Table of contents”

L2: English “Une table” “ Sommaire”

o Translation should be considered as a proficiency in a language.

 We can’t learn by memorizing rules!

 In this method, the students find themselves in a defensive context where only
right answers are expected.
 This method doesn’t required a competent teacher as he is the source of
knowledge.