Academic Year: 2024/2025 Lecturer: Dr.

Menaoui, S
Module: Didactics
Level: Third Year_ All groups

Grammar Translation Method

Objectives: By the end of this lecture, students will be able to:

1. Understand the principles and techniques of GTM, in addition to teachers and

learners’ roles within this method.

2. Deduce the drawbacks of GTM.

Introduction

Grammar Translation Method firstly began in Germany (Prussia) at the end of the 18 th century
and became popular in early years of the 19 th century. At that time, GTM dominated Europe; it was
commonly used in the teaching of classical languages such as Latin and Greek. Grammar Translation
Method was employed by teachers when teaching a foreign language. It emphasizes the study of
grammar rules, translation, and rote memorization of vocabulary. It is important to note that in its
modified form, GTM continues to be widely used in some parts of the world today.

1. Principles of Grammar Translation Method

Richards and Rodgers (2001, pp 5-6) put forward these principles:

1. The goal of foreign language study is to learn a language in order to read its literature or in order to
benefit from the mental discipline and intellectual development that result from foreign language
study. Grammar Translation is a way of studying a language that approaches the language first through
detailed analysis of its grammar rules, followed by application of this knowledge to the task of
translating sentences and texts into and out of the target language.

2. Reading and writing are the major focus; little or no systematic attention is paid to speaking or
listening.

3. Vocabulary selection is based solely on the reading texts used, and words are taught through
bilingual word lists, dictionary study, and memorization. In a typical Grammar-Translation text, the
grammar rules are presented and illustrated, a list of vocabulary items is presented with their
translation equivalents, and translation exercises are prescribed.
4. The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to
translating sentences into and out of the target language, and it is this focus on the sentence that is a
distinctive feature of the method.

5. Accuracy is emphasized. Students are expected to attain high standards in translation.

6. Grammar is taught deductively – that is, by presentation and study of grammar rules, which are then
practiced through translation exercises.

7. The student’s native language is the medium of instruction. It is used to explain new items and to
enable comparisons to be made between the foreign language and the student’s native language.

2. Teachers’ and Learners’ Roles

The following roles are outlined by Larsen- Freeman and Anderson (2011)

 Teachers’ and learners’ roles are very traditional. The teacher takes an authoritative role in the
classroom. The learners are required to do what the teacher says.
 Most of the interaction in the classroom follows one direction (from the teacher to students). The
learners’ initiation and student-student interaction are kept to a minimum level.
 Having the learners provide the correct answer is highly valued. When the learners commit an
error, or ignore the correct answer; the teacher gives the accurate answer.

3. Techniques of Grammar Translation Method

1. Translation of a literary passage:

Students translate a reading passage from the target language into their native language. The reading
passage then provides the focus of several classes: vocabulary and grammatical structures in the
passage are studied in subsequent lessons.

2. Reading Comprehension Questions: Students answer questions in the target language based on
their understanding of the reading passage. The questions are usually categorized into three groups.
The answers of the first group questions are found in the reading text. The answers to the second group
questions require students to make inferences depending on their understanding of the passage. Lastly,
in the questions of the third group, the students have to relate the passage to their experience.

3. Antonyms/synonyms: The teacher provides his students with one set of words and asks them to
find antonyms in the reading passage. He also follows the same technique with synonyms.

4. Deductive application of rules: Grammar rules are presented with examples. Exceptions to each
rule are also noted. Once students understand a rule, they are asked to apply it to some different
examples.

5. Fill-in-the-blanks: Students are given a series of sentences with words missing. They fill in the
blanks with new vocabulary items of a particular grammar type, such as prepositions or verbs with
different tenses.
6. Memorization: Students are given lists of target language vocabulary words and their native
language equivalents and are asked to memorize them. Students are also required to memorize
grammatical rules and grammatical paradigms such as verb conjugations.

7. Use words in sentences: In order to show that students understand the meaning and use of a new
vocabulary item, they make up sentences in which they use the new words.

(Larsen-Freeman & Anderson, 2011)

4. Drawbacks (disadvantages) of Grammar Translation Method

 Foreign language learning creates monotony because of the memorization of numerous lists of
unusable grammar rules and vocabulary and the attempts to produce perfect translations of literary
prose.

 Grammar Translation Method creates frustration for students, and makes few demands on teachers.

 There is no theory behind GTM. There is no literature that offers a rationale or justification for
GTM or that attempts to relate it to issues in the fields of: linguistics, psychology, or educational
theory.

(Richards & Rodgers, 2001)

 The students’ productivity and creativity are neither explored nor enriched.
 GTM neglects listening and speaking. Hence, students have then unnatural and inaccurate
Pronunciation.
 GTM is not interactive and engaging for students.
 The use of the L1 is another weakness; nowadays, L2 use is widely recommended in order to
reinforce the learners’ oral skills.
 The reliance on translation is also a drawback due to:
1. Translation sometimes interferes with learning.
2. Exact translation is not always possible. Each language has its own structure, idiom and usage.