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The Grammar-Translation Method A

The grammar-translation method is a traditional foreign language teaching method dating back to the 19th century used to teach Latin and Greek. It focuses on translating texts word-for-word, memorizing grammar rules and their applications, reading difficult texts early, and little attention to pronunciation or practice speaking. While it allows for quick vocabulary explanations through translation, it is an unnatural method that neglects speech and fails to internalize language patterns, making acquisition of communicative skills difficult. The method is best suited for teaching dead languages and their literature but not living languages like English.

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49 views3 pages

The Grammar-Translation Method A

The grammar-translation method is a traditional foreign language teaching method dating back to the 19th century used to teach Latin and Greek. It focuses on translating texts word-for-word, memorizing grammar rules and their applications, reading difficult texts early, and little attention to pronunciation or practice speaking. While it allows for quick vocabulary explanations through translation, it is an unnatural method that neglects speech and fails to internalize language patterns, making acquisition of communicative skills difficult. The method is best suited for teaching dead languages and their literature but not living languages like English.

Uploaded by

Anisa Ulfa
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© © All Rights Reserved
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THE GRAMMAR-TRANSLATION METHOD

A. Definition
The grammar-translation method of foreign language teaching is one of the most
traditional methods, dating back to the late nineteenth and early twentieth centuries. It was
originally used to teach 'dead' languages (and literatures) such as Latin and Greek
B. Caracteristic
The grammar translation method has eihgt caracteristic
1. Classes are taught in the mother tongue, with little active use of the target language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together, and instruction often focuses on
the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis.
7. Often the only drills are exercises in translating disconnected sentences from the target
language into the mother tongue.
8. Little or no attention is given to pronunciation.
C. Techniques
The grammar translation method has nine Techniques :
1. Translation of a Literary Passage
2. Reading Comprehension Questions
3. Antonyms/Synonyms
4. Cognates
5. Deductive Application of Rule
6. Fill-in-the-blanks
7. Memorization
8. Use Words in Sentences
9. Composition
D. Advantages
a. The phraseology of the target language is quickly explained. Translation is the easiest
way of explaining meanings or words and phrases from one language into another. Any
other method of explaining vocabulary items in the second language is found time
consuming. A lot of time is wasted if the meanings of lexical items are explained
through definitions and illustrations in the second language. Further, learners acquire
some short of accuracy in understanding synonyms in the source language and the target
language.
b. Teacher’s labour is saved. Since the textbooks are taught through the medium of the
mother tongue, the teacher may ask comprehension questions on the text taught in the
mother tongue. Pupils will not have much difficulty in responding to questions on the
mother tongue. So, the teacher can easily assess whether the students have learnt what
he has taught them. Communication between the teacher and the learners does not cause
linguistic problems. Even teachers who are not fluent in English can teach English
through this method. That is perhaps the reason why this method has been practiced so
widely and has survived so long
E. Disadvantages
a. It is 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 in natural
surroundings. But in the Grammar Translation Method the teaching of the second
language starts with the teaching of reading. Thus, the learning process is reversed. This
poses problems.
b. Speech is neglected. The Grammar Translation Method lays emphasis on reading and
writing. It neglects speech. Thus, the students who are taught English through this
method fail to express themselves adequately in spoken English.
c. Exact translation is not possible. Translation is, indeed, a difficult task and exact
translation from one language to another is not always possible. A language is the result
of various customs, traditions, and modes of behavior of a speech community and these
traditions differ from community to community.
d. It does not give pattern practice. A person can learn a language only when he internalizes
its patterns to the extent that they form his habit. But the Grammar Translation Method
does not provide any such practice to the learner of a language. It rather attempts to
teach language through rules and not by use. Language learning means acquiring certain
skills, which can be learnt through practice and not by just memorizing rules.

CONCLUSION
The Grammar Translation Method was developed for the study of “dead” languages
and to facilitate access to those languages’ classical literature. That’s the way it should stay.
English is certainly not a dead or dying language, so any teacher that takes “an approach for
dead language study” into an English language classroom should perhaps think about taking
up Math or Science instead. Rules, universals and memorized principles apply to those
disciplines – pedagogy and communicative principles do not.

REFERENCES
Larsen-Freeman, Diane. (1986) Techniques and Principles of Language Teaching, Oxford
University Press.

Billah,MD.M. “Teaching English through English Medium”. The New Nation.Online. 20


Nov 2005.

Brown, D.H. Teaching by Principles:An Interactive Approach to Language Pedagogy.


Longman: New York,2001.

Dr. Shahidullah, M., Islam. J., Majid , I. A. N. and Haque,M.S. English For Today for
Classes 11-12.Dhaka.NCTB, 2001.

Dr. Shahidullah,M.,Islam,J., Majid, I. A.N. and Haque,M.S. Teacher’s Guide for English For
Today For Casses 11-12.Dhaka.ELTIP, 2001.

Larsen-Freeman,D. Techniques and Principles of Language Teaching. Oxford:Oxford


University Press, 1981.

Shahzadi,N.,Rabbani,F.,Tasmin,S. English For today for Classes 9-10.Dhaka.NCTB, 2002.

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