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THE GRAMMAR – TRANSLATION METHOD
Introduction
• A foreign language teaching method that originated in the late 19th and early
20th century
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(for example: Latin
and Greek)
• The main purpose of this method is to enrich their literature and language
reading proficiency as well
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However, in the 19th century, this Classical Method is
recognized as GTM
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To learn a language in order to read its literature
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Literary language is superior to spoken language
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Principles
• Literary language is superior to spoken language
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 To learn a language in order to read its literature to benefit from mental
discipline and intellectual development
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If students can translate from one language into another, they are
considered successful language learners
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• The ability to communicate in the target language is not a goal of language
instruction
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• The primary skills to be developed are reading and writing (major focus)
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 As far as skills are concerned, reading and writing skills are more focused
than listening and speaking
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It is very important that students
get the correct answer
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Teacher’s the one who initiates the interaction
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 Vocabulary selection is based on the reading texts used and words are
taught through bilingual word lists, dictionary study and memorization
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 The students’ native language is the medium of instruction
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 The meaning of the target language is made clear by translating into the
students’ native language
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 Accuracy (use of correct grammar) is emphasized
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 Deductive: detailed analysis of grammatical rules
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 In GTM, teacher teach the grammar rules, then gives examples
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• Students should be conscious of the grammatical rules of the target language
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Reviewing the Principles
GTM: “To know everything about something rather than the thing itself
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 Vocabulary
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 Teach to read literature
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• Role of the teacher: authority in the classroom
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 Responsible for what teachers tell them
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 No communication
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Traditional roles
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They are given reading texts and are told to translate the given
text (target language) to their native language
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They also learn grammatical
paradigms, such as verb conjugations
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• Nature of student – teacher interaction/nature of student – student
interaction: from the teacher to the students
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Culture view: Culture is viewed as consisting of literature and the fine arts
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 Reading and writing are primary skills that the students work on
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 Pronunciation receives little attention
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The language that is used
in class is mostly the students’ native language
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 Questions about the target culture or questions that ask students to apply
grammar rules are also common
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If students make errors or do not know an answer, the teacher
supplies them with the correct answer
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• Reading Comprehension Questions: students read comprehensive texts and
try to find information, make inferences and relate to personal experiences
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• Cognates (similarities between target and native language): the learners
identify cognate by learning spelling and sound patterns between mother
language and targeted language
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• Memorization: students memorize bilingual vocabularies, grammar rules and
grammatical paradigms such as verb conjugations
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• Composition: students write paragraphs, essays or summaries on a particular
topic using targeted language

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