Grammar Translation Method summary
The Grammar Translation Method (GTM) 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 classical or so-called ‘dead’ languages such as Latin and Greek with a view to appreciating their rich literature and developing second language reading proficiency. This is why the method was known as the Classical Method. In the 18th and 19th centuries in Europe, the Classical Method was adopted as the chief means of teaching modern European languages. In the 19 century, the Classical Method came to be known as the Grammar Translation Method.
Key Features (Principles and Characteristics)
Richards and Rodgers (2001) mention the following features of the Grammar Translation Method:
The goal of GTM: The Purpose of language study is to learn that language and to be known to the literature of that country. It helps one to develop mental and intellectual skills.
Skills focus and materials: Reading and writing are emphasized, and listening and speaking receive little or no attention. Materials mostly comprise literary extracts and classical texts.
Vocabulary learning: Vocabulary is taught using translation and memorization of the dictionary words. It focuses on bilingual wordlists.
Translating Sentences: The sentence is the basic unit of teaching and language practice. Translating Sentences is an essential part of GTM. Accuracy of grammar and translation is emphasized.
Deductive Grammar Teaching: Deductive grammar teaching means the teacher explains grammar rules and students capture that based on the instruction.
Medium of instruction: Classes are taught in the mother tongue, and sometimes using the target language is seen in the classroom. Comparison and contrast between the target language and learners’ mother tongue is carried out in order to enhance proficiency in both.
Roles of the teacher and students: In GTM, the teacher and learners take on the traditional roles of knowledge transmitter and knowledge receiver. The teacher is the authority in the classroom while students simply do what they are asked to do.
Techniques:
Larsen-Freeman (2000) discusses the following techniques of the Grammar Translation Method:
Translation: Students translate literary extracts from the target language into learners’ native language and vice versa.
Reading Comprehension: Students find information in a passage, make inferences and relate to personal experiences.
Antonyms/Synonyms: Students find antonyms and synonyms for words or sets of words that occur in the text.
Cognates: By learning spelling or sound patterns that differentiate between the target language and the native language, students are trained to recognize cognates.
Deductive Application of Rule: Students are supposed to understand grammar rules and their exceptions before being asked to apply them to new examples.
Fill-in-the-blanks: Students fill in gaps in sentences with new words or items of a particular grammar type.
Memorization: Students memorize bilingual vocabulary lists, grammatical rules, and grammatical paradigms.
Vocabulary practice: Students create sentences to demonstrate that they know the meaning and use of new words.
Composition: Students write paragraphs, essays, or summaries on a topic using the target language.
Drawbacks / Disadvantages / Limitations
Obviously, there are many drawbacks to the Grammar Translation Method. Which are given below: No class time is allocated to allow students to produce their own sentences.
v Less time is spent on oral practice.
v little productive use of grammar rules.
v Culture is communicated through means of reading passages.
v Little exposure to the everyday lifestyles of target language communities.
v This type of error correction is very harmful to the student’s learning processes.
Usefulness/advantages/strength
Though GTM has a lot of criticism till now this method is more popular in many countries:
GTM mainly focuses on grammar translation and grammatical rules. As translation and grammatical rules acquisition are very easy to score. Even many foreign languages do not possess communication skills, so the students get the motivation to join.
Studying literature does not contribute to learning language and rules. It is the potential for broadening the mind and developing multiple perspectives. But the translation of text helps students to cover up vocabulary and make a strong basement.
Conclusion: Over-emphasis on ‘correct’ grammar and translation of literary texts with little regard for the free application and production of speech led to the decline of the method in many contexts. However, in recent times, language educators have come to realize that GTM can be useful in modified form and in conjunction with other methods. Surely GTM is still alive and kicking in contexts where large classrooms and poor logistic support are an everyday reality.
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