Grammar Translation Method Authors

Grammar Translation Method
Authors:
- Karl Plotz (Creator of the method)

- Kelly (1969), Kumaravadivelu (2006), Larsen-Freeman (2000), Richards and Rodgers
(2001), Stern (1983), and Titone (1968).
Theory of language/learning:
- Through grammar translation, students lacked an active role in the classroom, often
correcting their own work and strictly following the textbook.
- Theory of language learning has to do with an account of the psycholinguistic and
cognitive process involved in language learning and with the conditions that allow for
successful use of these processes. Since GT method concentrates on translation of literary
text from native language to target and vice-versa focuses on grammar rules and
vocabulary lists, it follows deductive as a theory of language learning.
Procedures
- Procedure refers to classroom techniques, practices and behaviors that operate in

language teaching. The tactics and strategies used by teachers and learners in GT method
is typical. The teacher instructs students to read literary texts and after they have finished
reading that they are asked it to translate into their native language. Then the teacher asks
questions to the students in their native language if they have any questions
Techniques:
- Translations of many texts

- Reading comprehension questions
- Teacher is the authority
- Memorization
- Fill in the blanks
- Use words in sentences
Series Method
Authors:
- François Gouin
Theory of language:
- It is taught directly, also it is more important to learn sentences to speak than words, the
verbs are the key elements in learning, no translation, no grammar, no grammar
explanations.
Procedures:
- Teacher presents orally, with pantomime and props

- Teacher repeats orally, class pantomimes with teacher
- Teacher repeats orally without pantomime, class pantomimes,
- Teacher repeats orally, individuals’ pantomime
- Class repeats orally and pantomimes
- Individuals lead the series
- Possible reading, writing activities
Techniques:
- Repetition
- Oral practices
- Pantomimes
Audiolingual Method
Authors:
- Charles Fries
- Frederick Skinner
- Nelson Brooks
- William Moulton
Theory of language:
- Learning by behavior, language is present or taught by a stimulus and a response.

- Meaning of words are given by native speakers for the cultural context
- Items must be learned in the target language
Procedure:
- Drills are used to teach structural patterns

- Set phrases are memorized with a focus on intonation
- Grammatical explanations are kept to a minimum
- Vocabulary is taught in context
- Audio-visual aids are used
- Focus is on pronunciation
- Correct responses are positively reinforced immediately
- By mimicry-memorization of dialogs through repletion and second is pattern drills
grammatical structures.
- Repetitions: I used to know her-I used to know her
- Inflection: I bought the watch, I bought the watches
- Substitution: Andres saw a movie- he saw a movie
- Completion: I have my phone
- Transformation: He has finished his homework/ He hasn’t
Techniques:
- Dialogue memorization.
- Backward Build-up (Expansion Drill)
- Repetition drill.
- Chain drill.
- Single-slot Substitution drill.
- Multiple-slot Substitution drill
- Transformation drill.
- Question and Answer drill.
- Use Minimal Pairs.
- Complete the dialogue.
- Grammar games.
Communicative Language Teaching (CLT)
Authors:
- Noam Chomsky
- Michael Halliday
Theory of Language:
It is generally agreed that in the traditional classroom the focus of attention has been on
grammatical competence. It has commonly been supposed that once the linguistic competence is
acquired, the communicative competence will follow as a more or less automatic consequence.
According to the communicative approach, in order for learning to take place, emphasis must be
put on the importance of these variables:
- Communication: activities that involve real communication promote learning.

- Tasks: activities in which language is used to carry out meaningful tasks supports the
-learning process.
- Meaning: language that is meaningful and authentic to the learner boosts learning.
Procedures:
Information sharing, negotiation of meaning and interaction, classes are designed to complete
tasks.
- Create learning opportunities in class

- Utilize learning opportunities created by learners
- Facilitate negotiated interaction between participants
- Activate the intuitive heuristics of the learner
- Contextualize linguistic input.
Techniques:
- Social formulas and dialogues
- Community-oriented tasks
- Problem-solving activities
- Role plays
- Information-gap activity
- Reasoning-gap activity
- Opinion-gap activity
Total Physical Response
Authors:
- James Asher
- Based on Harold and Dorothy Palmer
Theory of language:
is a method of teaching language or vocabulary concepts by using physical movement to react to

verbal input. The process mimics the way that infants learn their first language, and it reduces
student inhibitions and lowers stress.
- Structuralism and grammar also, behaviorism
Procedures:
1. Prepare
Select the vocabulary that you are going to teach. Gather any equipment, props or pictures
you will need to illustrate the meaning of the words.
2. Teacher Modeling
Say the new vocabulary word for the students. As you do this, use gestures, facial expressions,
props or body movement to illustrate the meaning of the word.
3. Student Modeling
Have student volunteers mimic the same gestures, facial expressions, use of props or body
movement modeled as you say the word.
4. Student Participation
Have all students mimic the same gestures, facial expressions, use of props or body movement
modeled by the teacher and student volunteers. Ask them to say the word as they are making
the movement. Vary this activity by then doing the action and while students say the word.
5. Writing
Write the word or phrase where all students can see it so that students can make the
connection between oral and written words.
6. Repetition and Practice
Teach the next word or phrase using the same method. Review and practice words with
students’ multiple times to ensure learning. Recycle words regularly to make sure that
students do not forget old words.
Techniques:
- TPR Storytelling Session

- Listening activities
- Storytelling
- Vocabulary of some songs
- Questionnaires and surveys
- Information gap activities
Silent Method
Authors:
- Caleb Cottegno
Theory of language:
- Structuralism: the language is taught through sentences in a sequence based on

grammatical complexity
- Cognitivism: Language is perceived as a problem solving, creative and observing activity.
Procedures:
The silent way procedures begin by introducing the sounds of the target language before attaching
them to meanings to prepare learners to learn the target language. This is important for language
learners to be familiar with the sounds since the sounds of a foreign language sound strange and
funny for beginners. The technique can be done by the language teacher and the sounds of
recording of native speakers.
Techniques:
- Mimic and gestures demonstration

- Pronunciation exercises
- Thorough observation
- Peer Work
Suggestopedia
Authors:
- Georgi Lozanov
Theory of language:
- Cooperative learning: Tries to organize the activities within the classroom to turn them
into a social and academic learning experience
- Cognitive: Refers to mental activity including thinking, remembering, learning and using
language.
Procedures:
- Presentation
It is a preparatory stage in which students are helped to relax and move into a
positive frame of mind, with the feeling that the learning is going to be easy and
fun
- First Concert - "Active Concert"
The instructional setting will be look like a living room, using a central round
table and ordinary arm chairs surrounding the table. The classroom is bright and
colorful. There are several posters on the wall. Some of them contain grammatical
and vocabulary information. The teacher is lively, dynamic, confident, yet
sensitive.
- Second Concert - "Passive Concert"
In this step, a state of relax is created. The students put down the script, close them
eyes. The students are now invited to relax and listen to some Baroque music,
with the text being read by the teacher very quietly in the background.
- Practice
In this stage, the students finish off what they have learned with dramas, songs,
games, puzzles, etc. to review and consolidate the learning. The students sing
classical songs and play games, etc. while “the teacher acts more like a
consultant.” The students spontaneously speak and interact in the target language
without interruption or correction.
Techniques:
- target language/mother tongue.

- teacher- centred.
- bright, cheerful classrooms with comfortable chairs.
- soothing background music.
- positive suggestion and negative "de-suggestion" by teacher.
- new identities for learners with TL names and new occupations.
- printed TL dialogues with MT translation, vocabulary and grammar notes
- reading of dialogues by teacher, rhythm and intonation matched to music
- reading of dialogues by learners just before sleeping and on rising (homework)
- classroom activities based on dialogues, including Q&A, games and song
Community Language Learning
Authors:
- Charles Arthur Curran
Theory of language:
- L2 students are assigned to sense the basic grammar phonetics and meaning of l2
- It must start with criteria for sound features, the sentence, and abstract models of
language.
Procedures:
Techniques:
- Translation
- Recording
- Group work
- Recording
- Analysis
- Listening
- Transcription
- Reflection and Observation
- Free conversation

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Grammar Translation Method

- Karl Plotz (Creator of the method)

- Procedure refers to classroom techniques, practices and behaviors that operate in

- Translations of many texts

- Teacher presents orally, with pantomime and props

- Learning by behavior, language is present or taught by a stimulus and a response.

- Drills are used to teach structural patterns

Communicative Language Teaching (CLT)

- Communication: activities that involve real communication promote learning.

- Create learning opportunities in class

Total Physical Response

is a method of teaching language or vocabulary concepts by using physical movement to react to

- Structuralism and grammar also, behaviorism

- TPR Storytelling Session

- Structuralism: the language is taught through sentences in a sequence based on

- Mimic and gestures demonstration

- target language/mother tongue.

- Charles Arthur Curran

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