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Unit
Unit 4:
4:
Language Teaching-
Learning Methods
) ) ) ) ) ) ) ) ) UNIVERSIDAD DE EL SALVADOR
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FACULTAD MULTIDISCIPLINARIA PARACENTRAL
DEPARTAMENTO DE CIENCIAS DE LA EDUCACIÓN
LICENCIATURA PARA LA ENSEÑANZA DE IDIOMAS EXTRANJEROS
INGLÉS Y FRANCÉS
Group 1:

Grammar Translation
Method
Presented by:
Barahona López, Michelle Alejandra, BL22010
Godinez Amaya, Ludwin Alexander, GA20007
González Peñate, Adriana Marcela, GP22029
Munguía González, Julio Ariel, MG22029
Muñoz Ramírez, Katya Belen, MR22043
Ortíz Ascencio, Adriana Sofía, 0A22003
Sosa Roque, Andrea Michelle, SR22020
) ) ) ) ) ) ) ) ) Chapter 1
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Historical
background
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LET´S GO BACK IN TIME...

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The GTM was used to teach Its origins can be traced way
Greek and Latin between the
back to the 16th century.
ages of 1840 and 1940.

It embraced the goal of

developing the ability to read
and translate classical books
and texts.
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GTM: DEFINITION
Richards and Schmidt (2002) have defined the grammar-translation method
as “A method of foreign or second language teaching which makes use of
translation and grammar study as the main teaching and learning activities.”

It is based on the assumption that

language consists on structure and Subject + Verb + Complement.
lexicon.
I play tennis.
Yo juego tenis.
Its main purpose is to make language
Sujeto + Verbo + Complemento.
learning easier to understand by using
our mother tongue.
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LANGUAGE LEARNING THEORY

The goal of the method is to develop an

excellent mental discipline.

It emphazises the learning of grammatical

rules, vocabulary and translation of sentences
rather than the improvement of the learner’s
communication skills.

Memorization, deductiveness and accuracy are

the main focus of this methodology.
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Chapter 2

WHY DO WE USE
GTM?
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The most important reason for using

grammar translation methods is the need
for the translator to be able to read
documents in the target language. It is also
a very important aspect for a student who
wishes to learn a foreign language.
) ) ) ) ) ) ) ) ) This method is focused on reading and
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writing. The translator obtains the ability to
read with comprehension and understanding
of the text, especially literary texts. It would
teach the translator the deductive method
that would improve the translation
dramatically.
) ) ) ) ) ) ) ) ) PRINCIPLES
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According to the grammar-translation method, the learning and teaching

of languages consist of the following principles:

Teachers must assert their authority.

Learners need to be able to read the literature written in the target
language and learn all the relevant vocabulary and grammar.
Literary language is superior to the spoken language.
The focus is on accuracy and not fluency.
Errors are corrected.
Learners should memorize vocabulary in the form of isolated word
list.
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KEY FEAUTURES
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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 rule for putting
words together and instructions often focuses
on the form and inflection of the words.
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5)Reading of difficult classical texts is begun
early.
6)Little attention is paid to the content of the
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
pronunciations.
) ) ) ) ) ) ) ) ) OTHER CARACTERISTICS:
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It helps to learn a foreign language and its correct sentence

structure.
Allows the students to be able to read and write a new language.
To enable students to use interchangeable words and phrases.
They get to learn new vocabulary and new words.
It does not enable students’ skills in listening and speaking of foreign
language.
GTM classes are primarily conducted in the mother tongue.
Focus on pronunciation and communication aspects is lesser than
reading and writing.
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TECHNIQUES
Chapter 3
 1. FILLING THE BLANKS
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These blanks can be out of the

literary texts or the chapter which
has been taught by the teacher
previously.

2. USE WORDS IN SENTENCES:

In this, the students are judged whether

they have understood the new word
correctly or whether they use the word
in the sentence correctly or not.
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3. TOPIC COMPOSITION:
 4. PASSAGE TRANSLATION:
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The main aim of passage translation is to
make them understand that the grammar
of the native language and foreign language
is different, and the word usage should be
accurately done.
5. COMPREHENSION QUESTIONS:

The main purpose of this technique is

to find out whether the students are
able to translate the passage into
their language and able to find out the
answers.
 ) ) ) ) ) ) ) ) ) 6. WORD MEANINGS:
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The grammar translation method can

never be complete without the
knowledge of proper vocabulary and
some important words of the foreign
language.

7. INFERENCE BUILDING:
In this way, they will be able to
translate the passage and they can
write something in foreign
language in their own words too.
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8. SUMMARY WRITING:
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It is one of the common techniques to teach GTM to the

students and it is widely accepted.
Just like writing a central
idea, the summary is much
more than that. It aids the
students in translating and
writing the text in a foreign
language in their own words.
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The teacher should not be biased about any student and
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should help those who are shy and less communicative.
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THE ROLE OF THE

TEACHER AND THE
STUDENTS
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In GTM a class should be controlled by the teacher, but it
doesn’t mean to dominate over the class and become strict.
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should always be:
IVE
T PASSIVE
Honest

AC
Kind
Respectful
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necessary to control a class because children are
supposed to be naughty.
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ACTIVITIES
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Memorize a rule and apply it to their

own sentences.

Memorize a short list of words each

day in English and give their native
language equivalent.

Pick five vocabulary words and then

translate them .
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ACTIVITIES
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Translate different language functions

(e.g., inviting, making requests; offering
help, asking for clarification, etc.)

Identify a certain part of speech (e.g.,

verbs, nouns, adjectives, etc.) from a
text.

Translate their favorite quotes, jokes,

idioms, or poems.
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ADVANTAGES
DISAVANTAGES
CRITICISM Chapter 4

CONCLUSION
) ) ) ) ) ) ) ) ) ADVANTAGES AND
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DISADVANTAGES
Advantages Disadvantages

Focus on Grammar and Limited Speaking and

Vocabulary. Listening Skills
Reading and Writing Lack Of Comunication
Skills Boring And Passive
Cognitive Skills Overemphasis On
Cultural Knowledge Written Language
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CRITICISM

The Grammar-Translation Method has been criticized for its excessive focus on
grammar and translation, neglecting the development of practical communication
skills such as oral language proficiency and listening comprehension. Critics argue
that its emphasis on literal translation can result in unnatural language use,
prioritizing word-for-word translation over idiomatic expressions. Furthermore, an
overemphasis on written language skills creates gaps in the practical application of
the language, hindering overall mastery.
 CONCLUSION
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Effective teaching involves engaging pedagogical methods that

capture learners' attention, enabling them to comprehend
grammatical forms on a metalinguistic level and consciously
process this understanding for versatile application. While
traditional grammar teaching enhances language knowledge, it
often falls short in enabling flexible and appropriate rule
application in communication. Teachers should be cognizant of
innovative and resourceful methods to impart quality education
positively.
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Thank You
Having explained the GTM, the
microteaching is about to begin..