GRAMMAR TRANSLATION METHOD

the purpose of grammar translation then is to basically translate between L1 and

L2 and vice versa so we could take a simple example let's imagine that our native language was
English and our target language was French and let's assume that we want to translate a
document from French French into English
let's take a simple sentence here's a sentence in French
U leetra and we'll add Sul at the end what we want to do is
to take this L2 and translate it back into English now if we have a reasonable
ĐƯA ra câu tiếng Anh dịch từng chữ sang tiếng Việt

knowledge of French then we may well

know that this particular verb U to open
translates Direct ly and this female form of the and finally the fetra open the window and this
polite form of please this is all very well if the two structures that We're translating between the
L1 and the L2 have a common grammar which French and English usually do however one
problem that we do get with this particular classical method is that if the grammar structure are
not the same then it's very difficult to translate between the two things

in terms of the things that are negative about it we've already said that it doesn't develop
speaking but perhaps the biggest negative point about this particular methodology is that it's very
unnatural okay so despite the criticisms of this particular method and particularly the fact that it's
unnatural this particular methodology was in use all the way through the 17 th 18th and 19th
century and indeed it's still in use today however Guan in the 1880s and berlitz in the early 1900s
decided that this particular methodology was so unnatural that they wanted to come up with
something new the method that they came up with they called the direct method you will also
sometimes see it as the natural method what these two people were saying is that if we wish to
learn a language then we should try to recreate the conditions that we learn our native language
in and this is what the the natural methodology tried to do
00:00 Introduction
00:39 History of GTM
01:22 Purpose of GTM
02:10 Principles of GTM
04:08 Examples
05:51 Summary
06:23 Thank You!

Hi this is me man sure and you're watching guilty zone in this episode i'm gonna talk about
grammar translation method or prussian method or classical method so let's get no wait hit the
subscribe button we're good yeah very good now let's go
History of GTM
as the name shows gtm originated from german scholarship it is started from 1840s to 1940s and
continues to be used till if you want to know about when it's all started before gtm please check
this video up here it was called classical method because it was first used in the teaching of
classical languages flatting in greek and first known in united states as prussian method
Purpose of GTM
this method was used for the purpose of helping students to read foreign language literature hope
that students studying a new target language would help them get more familiar with their own
native language grammar and they get better at their speaking and writing after native language
and finally they believe that it's a good mental exercise back then they believed that brain is like
a muscle to exercise so language classes were mostly like a memorization of vocabulary pairs
and translation of literary texts
Principles of GTM
the language that is used in the class is the student's native language so the first language isn't
banned and it is used to explain new items and the comparison between l1 and l2 translation is
important students memorize l1 equivalents for l2 vocabulary words and vice versa if they could
translate one language into another they are considered successful students the major focuses on
reading and writing but the ability to communicate in the target language is not a goal and also a
lot of emphasis on accuracy but no attention to the pronunciation the grammar is explicit or
deductive or direct it means first teaching rules followed by some examples so students they
have to memorize the rules and examples and they were asked to apply the rules to other
examples and about the culture students study after culture is limited to literature and fine arts in
this method it is very important that the students get correct answers so their errors get corrected
immediately and the role of the teacher she's the authority and the students do what she says or
what he says interactions there is mostly um teacher to students interaction and little student
initiation i mean student to teacher and little student to student interaction
Examples
okay now let's see some examples the teacher provides the students a passage maybe from the
title language literature or she writes one with particular grammar rules and vocabulary a
students answer questions related to the passage in l2 they are given set of words to find
antonyms synonyms or to define them and they are taught to recognize cognates by learning
spelling and sound patterns for example like brother in english and border if i'm not mistaken in
german order yeah something like that to make a connection between languages after teaching
the grammar rules deductively which they need to memorize the grammar rules by the way so
students are giving a series of sentences with words missing they fill the blanks with new
vocabularies or a particular grammar type they're given lists of vocabulary words with their
native equivalents and also in order to show the understanding of students they should make the
sentences with new vocabularies and finally the teacher gives the students a topic to write about
time of year and and the topic is related to the reading passage of the lesson
Summary
that was it grammar translation method in short version so please subscribe to my channel give it
a thumbs up and in the comment section below um write about your likes and dislikes about the
techniques of this method
at the end i want to read some of my
Thank You!

grammar translation method by ELISA

schematic the grammar translation method was a predominant method of teaching a foreign
language through the second half the 19th century up until the second half of the 20th but
actually the origins can be traced way back when the earth was still believed to be flat at some
point between 1466 and 1536 when Erasmus of Rotterdam used it to produce an updated
translation of the New Testament the method is clearly based on the assumption that language
consists of structures electrical and is learned by studying those syllables and
using them to translate sentences and longer texts this way foreign language German was seen as
a form of intellectual development through the study and analysis of arrival structures of
language contact with native speakers of attached' language is not considered necessary or
relevant for the purpose of this method it has a teacher centered approach since the authority in
the classroom is the teacher and the learner has a passive room very little interaction between
teacher and student or among students is in in this kind of language learning method the main
aim of the Grameen translation method is to be able to read and translate classic literature on the
target language it was originally used to translate text from ancient Greek Aladdin both dead
languages is for this reason that the spoken skills are regarded as not as important and the focus
is on reading and writing especially in memorizing the grammar rules of the target language the
second goal is to develop mental discipline on the student equality that improves the efficiency
of the learning process and allows them to work better students translate a reading passage from
a target language into their native language students answer questions in the target language
based on the understanding of a reading passage students are given a series of sentences to be
completed with words missing grammar rules are presented with examples once students
understand a rule they are asked to apply it to some different example the grammar translation
method focuses on two out of four of the main skills for second language learning reading and
writing additionally it reinforces the learners metalinguistic awareness and memory created using
powtoon
Timestamp
0:00 Intro
0:11 What is the grammar-translation method?
0:35 Where to find the grammar-translation method
0:56 Origins of the G.T. method
1:03 What's the goal?
1:19 Focus on vocabulary and grammar
1:49 Today = Communicative approach
2:05 Conclusion

Hi, this is Jackie from esleaking.org. Today I'm going to talk about, What is the grammar-
translation method of teaching ESL/EFL/teaching English , whatever you call it.
The grammar-translation method is very old school and it's kind of fallen out of favour. You'll
actually find very few teaching English programs or schools that follow this method. I've
personally really never seen that in my years of teaching English. You might run across it in kind
of a translation program or if someone is studying, for example, biblical Hebrew or biblical
Greek. The teachers might teach in this way but that's kind of the only place you actually might
see it.
But, it's good to know where we've come from to the newer methods but this is kind of where it
all got started. So it actually derived from Latin and Greek teaching methods from hundreds of
years ago. The goal was to read and translate foreign texts.
People would get started with reading actually quite complicated texts and they kind of dig deep
into like the grammar of each sentence and then the different vocabulary words, conjugations
and that kind of thing. The focus was on studying vocabulary lists and then also going into very
detailed explanations about the grammar points.
The focus was not on communication and pronunciation and it was quite common that these
people who use that method could study a foreign language for years and maybe never be able to
actually communicate with someone even in a simple way, despite being able to read and
understand very very complicated materials in that language.
These days, the focus is way more on communication so being able to convey your message and
talk to somebody, go to a store and order something, tell a taxi driver where you want to go,
those kinds of things which is often why you won't really see the grammar-translation method.
All right, so for some tips and tricks and games and activities for teaching in kind of the newer
way be sure to check out 39 No-Prep/Low-Prep ESL Grammar Activities.
Tags: esl, teaching esl, english, learning english, english teacher, learning language, ESL kids,
TEFL classroom, classroom tips, TEFL, efl, tefl, teaching English, teaching teenagers english,
teaching kids english, ESL teaching jobs, TESOL, no prep lessons, low prep lessons, easy lesson
plan, simple lesson plan, esl writing, esl reading, reading language, reading english, CLT, TPR,
Audio-Lingual, Direct teaching method, grammar translation, grammar translation method
The Grammar-Translation Method (GTM) is one of the oldest and most traditional approaches to
language teaching. Its origins date back to the 19th century and it was initially developed for
teaching classical languages like Latin and Ancient Greek. However, it has been adapted for
modern languages as well. Here’s a comprehensive overview of the Grammar-Translation
Method:
Key Characteristics:
1. Focus on Grammar and Vocabulary:
o GTM emphasizes the explicit teaching of grammar rules and the learning of
vocabulary. Students are expected to memorize grammatical structures and
vocabulary lists.
2. Translation Practice:
o A core activity involves translating sentences or texts between the target language
and the native language. This practice helps students understand grammatical
structures and vocabulary usage in context.
3. Reading and Writing:
o The method prioritizes reading and writing skills over speaking and listening.
Students often work on translating written texts and analyzing their grammatical
structures.
4. Teacher-Centered Approach:
o The teacher plays a central role, providing explanations and corrections.
Instruction is typically conducted in the native language of the students, with a
focus on explaining the grammar and vocabulary of the target language.
5. Minimal Use of Target Language:
o The target language is used minimally in the classroom. The primary medium of
instruction is the students' native language, which can lead to limited exposure to
the target language in a communicative context.
6. Error Correction:
o Errors are usually corrected immediately, and students are encouraged to produce
accurate and grammatically correct sentences.
Advantages:
1. Deep Understanding of Grammar:
o Students gain a thorough understanding of the grammatical rules of the target
language, which can be beneficial for understanding complex texts.
2. Reading Skills:
o The method is effective for developing reading skills and the ability to
comprehend written texts in the target language.
3. Analytical Skills:
 o Students develop strong analytical skills through the process of translating and
analyzing grammatical structures.
Disadvantages:
1. Limited Speaking and Listening Practice:
o The method does not focus on speaking and listening skills, which are crucial for
real-life communication. This can lead to students being less confident in their
ability to use the language in conversational settings.
2. Lack of Communicative Competence:
o Since the method emphasizes translation and grammar over communicative
practice, students may struggle with practical language use and may not develop
the ability to use the language spontaneously.
3. Student Motivation:
o The method can be less engaging for students, particularly if they find the
repetitive exercises and focus on grammar to be tedious.
Classroom Activities:
1. Grammar Drills:
o Repetitive exercises to practice specific grammatical structures.
2. Translation Exercises:
o Translating sentences or passages from the target language into the native
language and vice versa.
3. Reading Comprehension:
o Analyzing and translating written texts to understand their meaning and
grammatical structures.
4. Vocabulary Lists:
o Memorizing and practicing vocabulary through various exercises.
Historical Context:
 Origin: The method was initially developed for classical languages, such as Latin and
Ancient Greek, and was used primarily for reading and interpreting classical texts.
 Adaptation: Over time, the method was adapted for modern languages but retained its
focus on grammar and translation.
Modern Perspectives:
In contemporary language teaching, the Grammar-Translation Method is often criticized for its
lack of emphasis on communicative skills and real-life language use. Modern approaches, such
as Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT),
emphasize interaction, practical use of language, and communicative competence. However,
GTM is still used in some educational contexts, particularly where a strong focus on reading and
writing is required, or where students are preparing for exams that emphasize these skills.
In summary, while the Grammar-Translation Method has its benefits, particularly in
understanding grammatical rules and reading comprehension, it is often complemented or
replaced by more communicative and interactive approaches in modern language teaching.

Presentation on the Grammar-Translation Method

Slide 1: Title Slide

 Title: Understanding the Grammar-Translation Method
 Subtitle: A Traditional Approach to Language Teaching
 Presenter’s Name and Date

Slide 2: Introduction
 Objective: To explore the Grammar-Translation Method, its characteristics, benefits, and
limitations.
 Agenda:
o Definition and History
o Key Characteristics
o Advantages and Disadvantages
o Classroom Activities
o Modern Perspectives

Slide 3: Definition and History

 Definition: The Grammar-Translation Method (GTM) is a language teaching approach
focusing on grammar rules, vocabulary, and translation between languages.
 Historical Context:
o Originated in the 19th century.
o Initially used for classical languages (Latin, Ancient Greek).
o Adapted for modern languages later.

Slide 4: Key Characteristics

 Focus on Grammar and Vocabulary:
o Detailed instruction on grammatical rules.
o Emphasis on memorizing vocabulary.
  Translation Practice:
o Regular translation exercises between target and native languages.
 Reading and Writing Emphasis:
o Prioritizes reading and writing skills over speaking and listening.
 Teacher-Centered Approach:
o Teacher provides explanations in the native language.
 Minimal Use of Target Language:
o Limited exposure to the target language in communication.

Slide 5: Advantages
 In-Depth Grammar Knowledge:
o Helps students understand complex grammatical structures.
 Effective Reading Skills Development:
o Useful for reading comprehension and literary analysis.
 Strong Analytical Skills:
o Enhances students’ ability to analyze and understand texts.

Slide 6: Disadvantages
 Limited Speaking and Listening Practice:
o Does not address oral communication skills.
 Lack of Communicative Competence:
o Students may struggle with real-life language use.
 Potential for Decreased Motivation:
o Repetitive and grammar-focused exercises can be less engaging.

Slide 7: Classroom Activities

 Grammar Drills:
o Practice specific grammatical structures through repetitive exercises.
 Translation Exercises:
o Translate sentences or passages between languages to reinforce understanding.
 Reading Comprehension:
 o Analyze and translate written texts to grasp meaning and grammar.
 Vocabulary Lists:
o Memorize and use vocabulary through various activities.

Slide 8: Modern Perspectives

 Criticism of GTM:
o Limited focus on communicative skills and practical language use.
 Alternative Methods:
o Introduction to Communicative Language Teaching (CLT) and Task-Based
Language Teaching (TBLT) which focus on interaction and practical use of
language.
 Current Use:
o GTM still used in specific contexts where reading and writing are prioritized, or
in preparation for certain exams.

Slide 9: Conclusion
 Summary:
o Recap of GTM’s characteristics, advantages, and limitations.
o Brief comparison with modern language teaching methods.
 Final Thoughts:
o Importance of understanding various methods to choose the best approach for
different learning contexts.

Slide 10: Q&A

 Open Floor:
o Invite questions from the audience.
o Provide additional insights or clarifications as needed.

Slide 11: References and Further Reading

 Books, Articles, and Resources:
o List of key texts and resources for further exploration of the Grammar-Translation
Method and modern language teaching approaches.
This structure ensures that your presentation is comprehensive, engaging, and informative,
covering all essential aspects of the Grammar-Translation Method and its role in language
education.

Title: Exploring the Grammar-Translation Method in Language Teaching

Introduction
Objective: This presentation aims to provide an in-depth understanding of the Grammar-
Translation Method (GTM), its historical context, core characteristics, benefits, limitations, and
its relevance in modern language teaching.
Overview:
1. Definition and Historical Context
2. Key Characteristics
3. Advantages and Disadvantages
4. Classroom Activities
5. Contemporary Perspectives

Slide 1: Title Slide

 Title: Exploring the Grammar-Translation Method
 Subtitle: A Traditional Approach to Language Instruction
 Presenter’s Name and Date

Slide 2: Definition and Historical Context

 Definition: The Grammar-Translation Method is a language teaching approach focusing
on grammar rules, vocabulary, and translation exercises between the target language and
the native language.
 Historical Background:
o Originated in the 19th century.
o Initially developed for teaching classical languages like Latin and Ancient Greek.
o Adapted for modern languages over time.

Slide 3: Key Characteristics

 Focus on Grammar and Vocabulary:
o Detailed explanations of grammatical rules.
 o Extensive vocabulary lists and memorization.
 Translation Exercises:
o Translating texts and sentences between the native and target languages.
 Emphasis on Reading and Writing:
o Prioritizes reading comprehension and written accuracy.
 Teacher-Centered Approach:
o Teacher provides instruction primarily in the students' native language.
 Limited Use of Target Language:
o Minimal use of the target language in teaching and practice.

Slide 4: Advantages of GTM

 Thorough Grammar Understanding:
o Provides a solid foundation in grammatical rules.
 Development of Reading Skills:
o Effective for improving reading comprehension and analytical skills.
 Strong Analytical Skills:
o Enhances students' ability to analyze and interpret written texts.

Slide 5: Disadvantages of GTM

 Limited Speaking and Listening Practice:
o Does not focus on oral communication skills.
 Potential Lack of Communicative Competence:
o Students may struggle with real-life language use and spontaneous conversation.
 Potentially Lower Motivation:
o Repetitive and grammar-focused exercises may not engage all learners.

Slide 6: Common Classroom Activities

 Grammar Drills:
o Exercises focused on practicing specific grammatical structures.
 Translation Exercises:
o Translating sentences or texts to understand grammar and vocabulary in context.
  Reading Comprehension Activities:
o Analyzing and translating texts to enhance reading skills.
 Vocabulary Practice:
o Memorization and use of vocabulary through structured activities.

Slide 7: Modern Perspectives and Alternatives

 Criticisms of GTM:
o Limited focus on communication and practical language use.
 Alternative Methods:
o Overview of Communicative Language Teaching (CLT) and Task-Based
Language Teaching (TBLT) that emphasize interaction and real-life
communication.
 Current Relevance:
o Situations where GTM is still used, such as in contexts where reading and writing
skills are paramount or in certain exam preparations.

Slide 8: Conclusion
 Summary:
o Recap the main points: GTM’s definition, characteristics, pros and cons, and
modern alternatives.
 Final Thoughts:
o Discuss the importance of understanding different teaching methods and their
applicability based on learning goals and contexts.

Slide 9: Questions and Discussion

 Interactive Q&A:
o Open the floor for questions from the audience.
o Encourage discussion on experiences and perspectives related to GTM.

Slide 10: Additional Resources

 Further Reading and Resources:
o Provide a list of books, articles, and websites for more in-depth exploration of
GTM and contemporary teaching methods.
This presentation description ensures a thorough and balanced overview of the Grammar-
Translation Method, providing historical context, detailed characteristics, and a discussion of its
role in modern language education. It engages the audience with a mix of information, critical
analysis, and interactive elements.